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psychology alevel aqa > memory AO1 > Flashcards

memory AO1 Flashcards

psychology paper 1

1
Q

what does coding mean?

A

how information is stored in various memory stores

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2
Q

what was Baddeleys study procedure?

A

participants were given four sets of words to recall in order
- acoustically similar words
- acoustically different words
- semantically similar words
- semantically dissimilar words

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3
Q

what were Baddeleys findings for STM coding?

A
  • when asked to recall words immediately in order participants made significantly more mistakes on words that sounded alike
  • stm info is coded acoustically so when we recall info from STM sounding words get confused
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4
Q

what were Baddeleys findings for LTM coding?

A
  • asked to recall after 20 mins the participants were more likely to confuse semantically similar words than semantically dissmilar
  • LTM info is coded semantically so we recall info from LTM similar words get confused
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5
Q

what does capacity mean?

A

the amount of information which can be held in a memory store

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6
Q

what was Jacobs study procedure?

A
  • measured digit span
  • read out digits to participants
  • increased the length of these digits by one each time until participants could only accurately recall information in order on 50% of occosaions in their digit span
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7
Q

what were Jacobs study findings?

A

mean span for digits was 9.3 and letters was 7.3

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8
Q

what was Millers findings?

A

STM has a capacity of 7+- 2

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9
Q

what is the capacity of LTM?

A

its unlimited

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10
Q

what does duration mean?

A

the length of time information can be held in memory

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11
Q

what was Peterson and Peterson study procedure?

A
  • participants presented with trigrams
  • vowels are avoided so words cant be constructed
  • participants are then asked to count backwards in 3s from 3 digit number
  • then asked to stop after varying periods of time and then recall the trigrams
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12
Q

what was Peterson and Petersons study findings?

A

after 3 seconds average recall was 80% and after 18 seconds it was about 3% so durations 3-18 seconds

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13
Q

what was Bahrick et al studys procedure?

A
  • 392 american ex high school students aged between 17 and 74 years
  • their recall of their high school yearbooks was tested
    1. free recall of former classmate names
    2. photo recognition test where asked to identify former classmates in set of 50 photos
    3. name recognition test
    4. name and photo matching test
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14
Q

what was Barrack et al studys finding?

A

photo recognition - 90% accuracy within 15 years of graduation and after 48yrs accuracy it declined to 70%
free recall - 60% accurate after 15 years and only 30% accurate after 48 years

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15
Q

what is LTM duration?

A

up to a lifetime

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16
Q

what are the stores of Multi Store Model of Memory?

A

consists of 3 unitary stores: Sensory register, short term memory and long term memory information passes in a linear way

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17
Q

what is the sensory register?

A

takes info from the environment via one of the sense organs, store for each 5 senses

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18
Q

what is the coding capacity duration of sensory register?

A

coding - enters through iconic memory, echoic memory, haptic memory
capacity - high
duration less than half a second

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19
Q

what is the key process of the sensory register?

A

attention if we pay attention the information passes onto the STM store

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20
Q

what is the key process of the STM?

A

maintenance rehearsal if we repeat material over and over again it will remain in our STM
prolonged rehersal if we rehearse it long enough information passes from STM into LTM

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21
Q

what is the key process of LTM?

A

retrieval information can be recalled back from LTM to use in STM

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22
Q

what is the coding capacity duration of STM?

A

coded acoustically
capacity 5 to 9 chunks
duration 18 - 30 seconds

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23
Q

what is the coding capacity duration of LTM?

A

coded semantically
capacity is unlimited
duration is potentially unlimited

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24
Q

what is the working memory model?

A

suggests STM has different components and is an active processor

25
Q

what is the central executive?

A
  • supervisory components
  • modality free (processes all type of info from any of our senses)
  • limited capacity
  • responsible for a range of important control processes such as monitoring incoming info and making decisions
26
Q

what is phonological loop?

A
  • limited capacity
  • deals with auditory info
  • capacity is 2 seconds
  • phonological store is temporary storage system for holding auditory info
  • articulatory process focuses on words maintained by vocal repetition
27
Q

what is visuospatial sketchpad?

A
  • stores visual or spatial info
  • capacity of 3 or 4 objects
  • visual cache stores visual data
  • inner scribe records arrangement of objects
28
Q

what is episodic buffer?

A
  • temporary store which intergrates the visual spatial and verbal info
  • processed by other stores and maintaining a sense of time
  • links LTM to working memory
  • capacity of 4 chunks
29
Q

what is episodic memory?

A

store for personal events including events , people, objects and places
time stamped
memories retreived consciously and can be declared verbally

30
Q

what is semantic memory?

A

store for our knowledge of the world including facts and knowledge of words/ meanings concept
not time stamped
memories retreived consciously
can be declared verbally

31
Q

what is procedural memory?

A

store for our knowledge of how to do things
not time stamped
do not have to be retreived consciously
cant be declared verbally

32
Q

what is interference?

A

when two information may disrupt each other mainly LTM
memory available but we cant get access to them
happens to more similar memories

33
Q

what is proactive interference?

A

old memory interferes with new one

34
Q

what is retroactive interference?

A

new memory interferes with old one

35
Q

what was McGeogh and Mcdonald study procedure?

A
  • learn lists of ten words to 100% accuracy then learn new lists either
    1. synonyms
    2. antonyms
    3. words unrelated to original
    4. consonant syllables
    5. 3 digit numbers
    6. no new list (control group)
36
Q

what was the findings of McGeogh and Mcdonald?

A

most similar material produced the worse recall so interference is strongest and forgetting more likely when memories are similar

37
Q

what was retreival failure?

A

form of forgetting when we dont have necessary cues to access memorys so unavailable

38
Q

what is a cue?

A

a trigger of information that allows us to access a memory could be internal or external cues

39
Q

what is encoding specificity principle?

A

a cue to be helpful it must be
- present at coding
- present at retreival

40
Q

what is context dependant forgetting?

A

recall depends on an external cue (weather/place)

41
Q

what is state dependent forgetting?

A

recall depends on internal cue (feeling upset/being drunk)

42
Q

what is Godden and Baddeley study procedure?

A
  • studied deep sea divers
  • learn lists of words either underwater or on land
    four conditions
    1. learn on land recall on land
    2. learn on land recall underwater
    3. learn underwater recall underwater
    4. learn underwater recall on land
43
Q

what was Godden and Baddeley studying findings?

A
  • accurate recall was 40% lower in non matching conditions
  • as external cues different from ones at recall so leads to retreival failure
44
Q

what is eyewitness testimony?

A

the ability of people to remember the details of events such as accidents and crimes

45
Q

what affects EWT?

A

misleading information

46
Q

what was Loftus and Palmers study procedure?

A
  • 45 students watch fil clips of car accidents and were asked questions about the accidents
  • critical question they were asked was ‘about how fast were the cars going when they (blank) eachother’
  • there was five groups: smashed hit bumped collided or contacted
47
Q

what were the findings of Loftus and Palmers study? (leading questions)

A
  • estimated mean speed for each group
  • verb contact resulted in mean estimate of 31.8mph
  • verb smashed resulted in mean estimate of 40.5mph
  • leading question biased the EWT recall of the event
48
Q

why do leading questions affect EWT?

A

response bias - wording encourages them to choose higher speed for the word smashed
subsitiution - wording actually changes memory supported by studies

49
Q

what was the Gabbert et al study procedure? (post even discussion)

A
  • studied participants in pairs
  • each participants watched a video of the same crime (girl stealing) but filmed at different POVs
  • both participants then discussed what they seen before invidually completing a test of recall
  • control group was present where no post even discussion between pairs
50
Q

what was the findings of Gabbert et als study?

A
  • in post event discussion goup 71% of participants mistakenly mentioned aspects they did not see
  • in control group was 0%
  • therefore discussion lowers accuracy of EWT
51
Q

why does post event discussion affect EWT?

A

memory contamination - discussion alters their memory as misinformation combined their own memory
memory conformity - may go along with other witnesses to win social approval

52
Q

what is Johnson and Johnson study procedure?

A
  • invited participants to a lab where they were told to wait in the reception area (independent group designs)
  • in low anxiety no weapon condition: overheard casual conversation from next room and man left lab walking past holding a pen, with grease on hands
  • in high anxiety weapon condition: overheard a heated exchange and sound of breaking glass, an a man running into reception with a bloody knife
  • both groups shown 50 photographs and ask to identify the person who left lab
53
Q

what was Johnson and Scotts study findings?

A
  • man holding pen was identified correctly 49% of time
  • man holding bloody knife was identified 33% of time
  • those who exposed to knife was at higher levels of anxiety known as weapon focus effect
54
Q

what was Yuille and Cutshall study procedure?

A
  • investigated in effect of anxiety in real life shooting in gun shop, shop owner shot theif dead
  • 21 witnesses originally interviewed by police
  • 13 witnesses agreed to take part of the follow up interview research 4-5 months later
  • accuracy measured by number of details reported in each account
  • also rate how stressed they had felt at the time of incident
55
Q

what was Yuille and Cutshall findings?

A

13 witnesses took part 5 months later those ppts who reported highest level of stress were most accurate (88%) compared to low stress group (75%)

56
Q

what is Yerkes Dodson law?

A

establishes that performance increases with mental arousal to a certain point, so low anxiety levels lead to less accurate EWT and as it increases accuracy increases until a certain point

57
Q

what are the 4 main techniques of cognitive interview?

A
  1. report everything
  2. reinstate the context (what was the weather, their emotions)
  3. reverse the order (end to beginning)
  4. change perspective (recall event from another POV)
58
Q

what is enhanced cognitive interview?

A

researchers found CI can be developed more by
- focus on social dynamics (when to establish eye contact)
- reduce stress of eyewitness
- minimise distractions

psychology alevel aqa (5 decks)

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