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Psychology > Memory AO1 > Flashcards

Memory AO1 Flashcards

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1
Q

What is capacity?

A

How much information can be stored in our memory

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2
Q

What is duration?

A

How long information can be stored in our memory

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3
Q

What is coding?

A

The format (way) that information is stored in our memory

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4
Q

What is the capacity of the Sensory Register?

A

Very high/ unlimited

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5
Q

What is the capacity of the STM?

A

7 (+/- 2 chunks )What

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6
Q

What is the capacity of the LTM?

A

Unlimited ( cannot be tested )

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7
Q

What is the duration of the Sensory Register?

A

Less than half a second

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8
Q

What is the duration of the STM?

A

18-30 seconds

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9
Q

What is the duration of the LTM?

A

Potentially a lifetime

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10
Q

What is the coding of the Sensory Register?

A

Modality- specific
( Uses each of the 5 senses )

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11
Q

What is the coding of the STM?

A

Acoustically ( by sound )

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12
Q

What is the coding of the LTM?

A

Semantically ( based on meaning )

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13
Q

What are the 3 stores in the MSM?

A
  1. Sensory Register
  2. Short Term Memory
  3. Long Term Memory
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14
Q

How does information reach the sensory register?

A

Environmental Stimuli ( all information that is happening to you )

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15
Q

How does information pass from the Sensory Register to the STM?

A

Information must be payed attention to

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16
Q

How does information pass from the STM to the LTM?

A

Rehearsing and keep repeating information

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17
Q

How does information pass from the LTM to the STM?

A

Retrieval

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18
Q

Which stores can information be forgotten from?

A

All 3 stores but once information reaches the LTM we do tend not to forget it

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19
Q

How do we keep information in the STM?

A

Maintenance rehearsal ( Keep repeating the information )

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20
Q

What does the Primacy- Regency Effect prove?

A
  • We tend to remember words at the start and the end and NOT the middle
  • Words at the start have been rehearsed so stored in the LTM and the words at the end have just be practiced so stored in the STM
21
Q

Baddeley’s ( 1966 ) Experiment

A
  • Gave different groups lists of words they had to remember
  • Group 1 similar sounding words
  • Group 2 dissimilar sounding words
    -Group 3 words with similar meanings
  • Group 4 words with different meanings
  • Recalling from STM , ps tended to do worse with accoustically similar words
  • Recalling from LTM, ps tended to do worse on semantically similar words
22
Q

Jacobs ( 1887 ) Experiment

*Significantly old study which may lack validity

A
  • The researcher reads out 4 digits and the participant recalls out-loud in the same order
  • If correct, the researcher continues increasing the amount of digits by 1 each time, until the participant can no longer get it right
    -Indicates a digit span
  • Studys findings show that mean digit span for number is 9.3 items
23
Q

Peterson & Peterson ( 1959 )

A
  • Tested 24 students in eight tests each
  • Students were given a constant syllable to remember and were also given a 3- digit number
  • The student counted back from this number until they were told to stop ( the counting back was to prevent any mental rehearsal of the constant syllable
  • Findings suggested that the average recall was about 80 % after 3 seconds and after 18 seconds it was around 3%
  • Suggests STM duration may be about 18 seconds
24
Q

Bahrick et al ( 1975 )

A
  • Studied 392 American participants aged between 17 and 74
  • High school yearbooks were recovered and participants were tested in various ways e.g. photo-recognition tests and free- recall tests
  • Participants tested within 15 years of graduation were about 90% accurate
  • After 48 years recall declined to about 70%
  • This shows that LTM may last up to a lifetime for some material
25
Q

What are the 3 types of Long Term Memory?

A
  1. Procedural Memory
  2. Semantic Memory
  3. Episodic Memory
26
Q

Procedural Memory
( How to do things e.g. walking )

A
  • Do not need to be conscious to preform
  • Ability to do these things becomes automatic through procedure
  • Memories are hard to describe to others
  • Least likely to be forgotten
27
Q

Episodic Memory
( Personal experiences e.g. birthdays )

A
  • Memories are time stamped so remember where and what happened
  • Memories of single episodes/ events include many elements e.g. people
  • Have to make a conscious effort to recall memories
28
Q

Semantic Memory
( General factual information e.g. capital cities and basic maths )

A
  • Memories are not time-stamped and we don’t know when we learned it
  • Have to make a conscious effort to recall memories
  • Less vulnerable to forgetting
29
Q

What is the Working- Memory Model? (WMM)

A
  • A model which refers specifically to the STM
  • An active processor and temporarily stores and manipulates information
30
Q

What are the parts of the WMM?

A
  • Central Executive
  • Phonological Loop
  • Episodic Buffer
  • Visuo- spacial Sketchpad
31
Q

What are the properties of the Central Executive?

A
  • The part that co-ordinates and controls the other subsystems
  • Decides where information needs to go and processes information
  • Helps us to divide out attention
  • Does NOT store information
32
Q

What are the properties of the Phonological Loop?

A
  • Deals with auditory information
  • ‘Inner ear’
  • Contains 2 parts: 1. The phonological loop which stores the words we hear
    -2. Articulary loop which allows for maintenance rehearsal
33
Q

What are the properties of the Visuo- Spacial Sketchpad?

A
  • Temporary storage of visual and spacial information
  • ’ Inner eye’
  • Has a limited capacity ( 3-4 chunks )
  • Visual Cache which stores visual data
  • Inner Scribe which records the arrangement of objects
34
Q

What are the properties of the Episodic Buffer?

A
  • This was a later addition to the model
  • Brings together information from the other stores into a single memory
  • Has a limited capacity of 4 chunks
  • Provides a bridge between the model and the LTM
35
Q

What are two predictions of the WMM?

A
  1. If two tasks make use of the same component they cannot be preformed succesfully together e.g. patting head and rubbing stomach
  2. If two tasks make use of different components it is usually possible to preform them well together
36
Q

What is the interference theory?

A

When two pieces of information disrupt each other because they are similar and/or learnt close together in time

37
Q

What are the two types of interference?

A

Proactive and Retroactive

38
Q

What is proactive interference?

A

When an old memory interferes with a new memory- ‘ causes the new memory to be forgotten

39
Q

What is an example of proactive interference?

A

A teacher struggling to remember the names of her new class because the old names are interfering

40
Q

What is retroactive interference?

A

When a new memory interferes with an old memory - ‘ causing the old memory to be forogtten’

41
Q

What is an example of retroactive interference?

A

A teacher has learnt the names of her new class very well so then begins to forget the name of the old class

42
Q

What is Retrieval Failure?

A

When forgetting due to the lack of cues (reminders)

43
Q

What are the 3 areas of Retrieval Failure?

A
  • ESP- Encoding Specificity Principle
  • Context- dependent forgetting
  • State- dependent forgetting
44
Q

What is ESP - Encoding Specificity Principle?

A
  • If a cue is going to be helpful it needs to be present at both encoding and recall
  • If the cues are different at encoding and recall there will be some forgetting
45
Q

What is Context- Dependent Forgetting?

A

Forgetting due to lack of external cues e.g. weather and location

46
Q

What is the study linked to CDF?

A

Godden and Baddeley ( 1975 ) where divers learnt a list of words either underwater or on land. They then had to recall that list on either land or underwater which created four different control group. In their findings they discovered accurate recall was 40% lower in non matching settings

47
Q

What is State- Dependent Forgetting?

A

When we forget due to lack of internal cues e.g. our emotions such as sadness, happiness or being drunk

48
Q

What is the study linked to SDF?

A

Carter and Cassaday ( 1998) where they gave antihistamines to participants which contained a slight sedative making them slightly drowsy. They then had to learn a list of words or passages and then repeat either without taking a drug or with retaking it creating 4 different groups. The results showed that when there was a mismatch between learning states and recall state the test results were worse

Psychology (5 decks)

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