Memory AO1 Flashcards
Outline the multi store model
(Atkinson)
THE MULTI STORE MODEL
Sensory register (SR) - STM - LTM
SR - can hold info for a very short time
Coding - iconic (visual) + Echoic (acoustic)
Duration - 1-2 seconds
Capacity - large as includes material from 5 senses
STM
is for events in the present or immediate past (7+/-2)
Coding - acoustic
Duration - 18 - 30 seconds
Capacity - 7+/-2 items
LTM
memory for events in the distant past
Coding - Semantic
Duration - Lifetime
Capacity - unlimited
Outline types of long term memory
Episodic - recall events from our lives
- are time stamped
- make conscious effort to recall
Semantic - knowledge of the world (e.g: the meaning of words like “love”)
- not time stamped
Procedural - memory for motor actions , e.g: swimming
Outline the Working Memory Model
WMM: Central Executive
/ | \
Visuo-Spartial - Episodic - phonological
Sketch pad Buffer. Loop
CE - main component, decides what we pay attention to, allocates tasks
Coding - Flexible / Capacity - Limited
Phonological Loop
Deals with auditory info, preserves order
(Inner Ear, Inner Voice )
Coding - Acoustic / Capacity - 2 secs
The Visuospatial Sketchpad
Stores visual information and you can visualise stuff
Coding - Visual / Capacity - 3-4 objects
The Episodic Buffer - integrates all the stores into a single unit of information
Coding - Flexible / Capacity - 3-4 chunks
Outline theories of Forgetting (Interference)
Forgetting Interference:
This occurs when two pieces of information conflict with each other resulting in forgetting one or both, or even distorted memory
- ESP - Cue must be there at the event to remember
- Context must be there
- Mental State must be the same to remember
PROACTIVE - when an OLDER affects the recall of a NEW memory
RETROACTIVE - when a NEWER affects recall of OLDER memory
Similarities - McDonald found “when memories are more similar - the less they remember”
Outline theories of forgetting (Retrieval Failure)
Retrieval Failure occurs when we don’t have the cues to access memory
ESP (Encoding Principle) - Tulving - he states if a cue was present to help us recall information then it must be present at encoding
Context Dependent Forgetting
This is when memories can’t be recalled due to a lack of context . E.G: if memories come flooding back when remembering your old high school
So providing with the right context we can remember these memories
State Dependent Forgetting
Memory can also be impaired when you are not in the mental state you were in when the memory was made
Outline factors affecting eyewitness testimony (misleading information)
Leading Questions - Loftus and Palmer investigated this by showing a clip of two cars hitting each other
Ps were then asked to guess how fast both cars were going
The DV was the word they used to describe the clip
Contacted = 31 mph
Bumped = 38.1 mph
Smashed = 40.8 mph
This effects EWT by a:
Response Bias - the wording of the Q has no effect on the Ps memory but influences the answer
Memory is altered - the wording changes a persons memory of the event
This lead to another form of study by Loftus and asked if they saw broken glass
Post event discussion:
Fiona Gabbert found that when several eyewitnesses discuss the event, this creates a combination of incorrect information
Gabbert (WOMEN STEALING VS NO STEALING CLIP) Watched with Robyn
Findings: 71% of the participants recalled aspects they had not seen in the video due to the discussion, this reduces reliability
Outline factors effecting EWT (Anxiety)
Johnson studied the effect of weapons on the accuracy of recall (WEAPON FOCUS)
Procedure: Ps we’re in a waiting room and heard an argument in a room
- C1 - man walked out with pen in his hand and ink all over him
- C2 - man walked out holding a knife covered in blood
Findings: 49% of Ps could identify the man holding the pen
Whereas only 33% could identify the man with the knife
However anxiety has been shown to improve the accuracy of EWT as it triggers the fight or flight response which makes us more alert.
Yuille and Cutshall investigated a real life shooting witnesses and were asked to rate how stressed they were during the incident
Findings: those who reported the highest levels of stress were the most accurate
Outline how we can improve the accuracy of EWTs (The cognitive Interview)
The cognitive interview was devised by Fisher to recall more accurate memories
The stages are:
1. Report everything
2. Reinstate the context
3. Reverse the order
4. Change perspective
