memory - ao1 complete

Question 1

Miller

Answer 1

Used a serial recall task to determine STM capacity and found that most people could remember between 5-9 items (magic number 7)

Question 2

Peterson & Peterson

Answer 2

Found that 90% of participants could remember a 3-consonant trigram after 3 seconds, but only 2% could recall it after 18 seconds

Question 3

Bahrick

Answer 3

Investigated the duration of LTM by asking people to recall people from their high school. Even after 48 years, they scored 70% on photo recall

Question 4

Baddeley

Answer 4

Found that STM and LTM are coded differently - STM are coded acoustically and LTM coded semantically

Question 5

Glanzer & Cunitz

Answer 5

Discovered the Serial Position Effect, where people are more likely to remember words at the beginning (primacy effect) and end (recency effect) of a list

Question 6

Patient KF

Answer 6

Had a motorcycle accident and afterwards had a normal visual STM capacity, but an abnormally low verbal STM capacity

Question 7

Patient HM

Answer 7

Had his hippocampus removed and afterwards was unable to form new declarative memories (episodic and semantic), but able to form new procedural memories

Question 8

Gathercole & Baddeley

Answer 8

Dual task technique. Found that we can do visual and verbal tasks simultaneously but not 2 visual tasks.

Question 9

Underwood

Answer 9

Participants who memorised one list could recall 70% of it the next day, but if they memorised 10+ lists they only recalled 20%

Question 10

Muller

Answer 10

Recall of nonsense syllables was worse for participants given a distraction task during the retention interval

Question 11

Godden & Baddeley

Answer 11

Participants learnt word lists on ground or underwater (scuba). Recall was best if the conditions were the same as during learning - whether back on ground or underwater

Question 12

Goodwin et al

Answer 12

Participants who were drunk when learning word lists were better at recalling them if they were drunk again. If sober at learning, recall was best when sober again

Question 13

Loftus & Palmer

Answer 13

Altered the verb they used during questioning witnesses to a car crash. If using the word ‘smashed’, their speed estimates averaged 41mph, compared to 32mph for ‘contacted’

Question 14

Yuille & Cutshall

Answer 14

Used leading questions on witnesses to a real life armed robbery. They found that in real life cases, leading questions did not affect memory.

Question 15

Gabbert

Answer 15

Showed different participants two videos of the same event and then allowed them to discuss what they had seen. 71% of them later recalled things that they couldn’t have seen

Question 16

Loftus (or Johnson & Scott)

Answer 16

Studied the Weapon Focus Effect. 33% of participants correctly identified a man if he was carrying a knife, but 47% recalled if he carried a pen

Question 17

Christianson & Hubinette

Answer 17

Studied real life bank robberies and, contrary to the Weapon Focus Effect, found that the best recall was from witnesses who experienced the threat close up

Question 18

Kohnken

Answer 18

Compared cognitive and standard interview. Cognitive was better (though it also led to more incorrect information being reported).

Question 19

Capacity

Answer 19

The amount of data a store can hold

Question 20

Serial recall

Answer 20

A method of testing memory by asking participants to ask them to repeat information in order (usually a list of numbers)

Question 21

Duration

Answer 21

The length of time a store can hold data

Question 22

Coding

Answer 22

The way in which information is changed in order to be stored in memory

Question 23

Sensory memory

Answer 23

The first store in the MSM. Picks up information from the senses for a very limited time

Question 24

Short term memory

Answer 24

A temporary memory store which holds information that has had attention paid to it for roughly 18-30 seconds

Question 25

Long term memory

Answer 25

A permanent and virtually unlimited memory store from the MSM

Question 26

Maintenance rehearsal

Answer 26

Repeating information over and over again to transfer from STM to LTM

Question 27

Decay

Answer 27

When a memory disappears over time

Question 28

Displacement

Answer 28

When a memory store runs out of capacity and information is ‘pushed out’ by other information

Question 29

Retrieval

Answer 29

When information is recalled from LTM back to STM

Question 30

Central executive

Answer 30

The master store of the WMM, responsible for directing information to the appropriate slave system

Question 31

Phonological loop

Answer 31

A slave system of the WMM used for processing sounds and auditory information

Question 32

Visuospatial sketchpad

Answer 32

A slave system of the WMM used for processing visual and spatial information

Question 33

Episodic buffer

Answer 33

The most recently added slave system of the WMM, responsible for integrating information to make sense for the LTM

Question 34

Semantic memories

Answer 34

Memories of the meaning of things

Question 35

Episodic memories

Answer 35

Memories of events

Question 36

Procedural memories

Answer 36

Memories of skills and processes

Question 37

Explicit/Declarative memories

Answer 37

Memories that you have to consciously think about, including episodic and semantic

Question 38

Implicit/Non-declarative memories

Answer 38

Memories that are unconscious, and do not need to be explicitly thought about, including procedural

Question 39

Interference

Answer 39

An explanation for forgetting that claims information is lost due to confusion with other, similar information

Question 40

Proactive interference

Answer 40

When old information affects our ability to learn new information

Question 41

Retroactive interference

Answer 41

When new information affects our ability to remember old information

Question 42

Retrieval failure

Answer 42

When information is unable to be transferred from LTM to STM due to a lack of cues

Question 43

Context-dependent forgetting

Answer 43

An explanation of why trying to recall something in a different situation to when you learnt it is difficult

Question 44

State-dependent forgetting

Answer 44

An explanation of why trying to recall something in a different mental state or emotion to when you learnt it is difficult

Question 45

Misleading information

Answer 45

Incorrect information/ideas presented to a witness, usually after the event. Examples include leading questions and post-event discussion

Question 46

Leading questions

Answer 46

A question which implies or favours a particular answer - e.g. ‘Was he wearing a brown jacket?’

Question 47

Post-event discussion

Answer 47

The idea that your memory of an event can be affected by talking to people about it after the event, perhaps due to memory conformity

Question 48

Anxiety

Answer 48

A factor affecting EWT - the stress a witness felt during the event

Question 49

Weapon focus

Answer 49

The theory that people tend to focus on threatening objects rather than faces

Question 50

Cognitive interview

Answer 50

A technique for improving eye witness testimony

Question 51

Report everything

Answer 51

Asking the witness to recall every aspect of an event, even if it seems irrelevant

Question 52

Change perspective

Answer 52

A cognitive interview technique where the witness is asked to recall the events from another witness’ point of view

Question 53

Change order

Answer 53

A cognitive interview technique where the witness is asked to recall events in a non-chronological order to disrupt schema

Question 54

Context reinstatement

Answer 54

When the witness is asked to put themselves back in the same mental state they were in during an event