memory ao3 Flashcards
shallice and warrington
WMM
patient KF
amnesia
STM for digit spoor when read out loud to him but recall better if able to read himself
support separate visual and acoustic
trouble with testing brain damage - couldn’t test them before
baddeley - dual task performance
WMM
puts had more trouble doing two visual tasks than doing both a verbal and visual
because both visual tasks were competing for same slave system
= must be separate slave system
lack of clarity over central executive - WMM
baddeley
don’t know where it is
its capacity hasn’t been measured
lack of clarity
isn’t fully explained
Beardsley
MSM
prefrontal cortex active during STM but not LTM
squire
MSM
hippocampus active when LTM
Atkinson and shiffrin
MSM
baddeley and hitch
WMM
different LTM stores - brain scans evidence
episodic = hippocampus and frontal lobe
semantic = temporal lobe
procedural = cerebellum
different LTM stores - HM
differences between procedural and declarative
couldn’t form new LTMs but retained old
could form new procedural memories but not episodic or semantic. - could Draw by looking in mirror (procedural) but had no memory of learning this (episodic and semantic)
different LTM stores - episodic a gateway to semantic?
alzheimers patients
could form new episodic memories but not semantic
episodic places greater demands on mental processing = why its more affected
irish - found reverse, poor semantic but intact episodic
= possible to be formed separately
retroactive interference ao1
interference theory
muller
- given 6 mins to learn syllables
- retention interval task
- recall
- performance worse if given intervening task
- task produced RI because later task interfered with what previously learnt
proactive interference ao1
interference theory
underwood
- meta analysis
- learn series of word lists = don’t remember those at the start or later
- if learn 10 lists after 24hrs = 20%
- if learn one list = 70%
= more learnt = worse recall
similarity of test materials ao1
interference theory
mcgeoch and McDonald
- learn list a of 10 adjectives
- resting interval - learn list b
-n recall
- if list b = synonyms - list a recall = poor
- if list b = nonsense -recall = improved
- if list b numbers = best recall
baddeley and hitch - interference
rugby players recalling names of teams they’ve played against
some played in some, some played in all
interference found that those who played more = forgot more
interference theory - artificial
lab - based
artificial list of words
findings may not relate to everyday use of memory
participants may lack motivation to learn list = interference effects appear stronger
= low in ecological validity
accessibility v availability
interference theory
causes memory to disappear or effects just temporary
ceraso -
If memory tested again after 24 hours = spontaneous recovery
encoding specificity principle ao1
retrieval failure
tulving
- memory most effective is info present at encoding is present at retrieval
- closer the cue = better recall
- learn 48 words belonging to 12 categories
- each word presented as word + category
- 2 real conditions
- 1 = free recall
- 2 = with cues
- free recall = 40%
- cued = 60%
also remember environmental context and emotional state
context dependent forgetting ao1
retrieval failure
abenethy
- students tested each week
- some tested in same room w same teacher - some by different teacher
- some in different room with same teacher - or different teacher
- same teacher, same room = performed best
state dependent forgetting ao1
retrieval failure
Goodwin
- mental state acts as cue
- remember list of words drunk or sober
- info learnt drunk is more available when drunk
retrieval failure - real world
godden and baddeley
scuba divers learnt list of words under water or on land
tested on land or water
highest recall when initial context matched the recall environment
Abernathy’s research = unrealistic
smith - just thinking of it is just as effective
retrieval failure - don’t always work
- in experiments just learning word lists
- learning IRL you learn about more complex associations that are less easily triggered
retrieval failure - explains interference
tulving and psotka
- interference effects due to absence of cues
- learn 24 words divided into 6 categories
- after list presented had to write down as many as can remember = free recall
- after all person ted, given category = cued recall
- some learnt one list others 2 , and so on
- according to interference, recall should get worse as learn more
- participants remmebered 70% regardless of how many lists remembered
Yuille and Cutshall
EWT is reliable
- interviewed people who witnessed real crime - armed robbery
- interviews 4 months after incident
- given 2 misleading Q
- despite the Qs = accurate recall and matched their initial reports
- post event info = many not affect memory IRL
Loftus wallet
EWT is reliable
- showed participants series of pictures of a man stealing red wallet from purse
- later 98% identified colour correctly despite being given description of wallet as brown
- = good recall of important info
Lindsay
EWT not reliable
- participants shown a series of slides of a man stealing things from an office
- participants given an account that contained misleading info
- given questionnaire and told not to pay attention to info
- = were influenced
wagstaff
memory improved by
ADVOKATE
Amount of time
Distance
Time
deffenbacher
meta-analysis
- effect of heightened anxiety on recall
- support for hypothesis that high levels of stress negatively impact the accuracy of EWT
christainson and hubinette
EWT and anxiety
when questioned real witnesses to bank robberies who had been threatened = more accurate in recall
high ecological validity
Loftus weapons focus
- heard discussion in next room
- condition 1 = a man emerged with a pen with grease on hands
- condition 2 = discussion was heated, man merged with a paperknife covered in blood
- when asked to identify man from pictures - condition 1 = 49% accurate
condition 2 = 33%
= weapon distracted
jacobs
capacity in STM
- serial digital span
- sequence of items
- repeat back in same order
- add one more each time
- when can’t recall 50% = reached capacity
7 + o r- 2 items
Peterson and Peterson
duration in STM
- students
- nonsense trigram
- 3 digit number had to count back in 3s until told to stop
- asked to recall trigram
- retention interval (counting) = different each time
= info disappears within 9 seconds
baddeley encoding
in STM and LTM
- 4 word lists
list a = acoustically similar
list b = acoustically dissimilar
list c = semantically similar
list d = semantically dissimilar
experiment 1
- heard a list of words
- then given words jumbled
- had to sort in correct order
experiment 2
- 20 minute interval where they performed another task
experiment 1 -
list a = worst
experiment 2 -
list c = worse
bahrick
duration in LTm
- aged 17-74
- free-recall where had to list all the names in graduation class
- photo-recognition from yearbook
- name recognition test
within 15 years of grad = 90% accurate for faces and names
after 48 years = 80% for name
free recall - after 15c years = 60% after 48 = 30%
fisher and geiseman - cog interview 4 techniques
- report everything
- reinstate the context
- reverse the order
- change perspective
enhanced cognitive interview - Fischer
comfortable
eye contact
MSM 3 stores
Atkinson and Shiffrin
sensory register
STM
LTM
what does the MSM show
how information flows through the memory system
sensory register
MSM
stimulus from environment is passed here
one store for each of 5 senses
2 main stores:
iconic - visual
ethnic - sound
duration 1/2 sec
high capacity
if pay attention = will move further into system
MSM ao3 - too simple
suggests LTM and STM are single ‘unitary’ stores
research doesn’t support
different kinds of LTM - procedural, episodic,
STm divided in to different stores - visual and acoustic
WMM - what is it
how STM is organised and how it functions
WMM parts
CENTRAL EXECUTIVE
PHONOLOGICAL LOOP
VISUO SPATIAL SKETCHPAD
EPISODIC BUFFER
central executive
WMM
monitors incoming data
allocates slave systems
phonological loop
slave system
auditory info - acousti c
preserves order of info
divided into:
phonological - stores words
articulatory - maintenance rehearsal
visuospatial sketchpad
WMM
stores visual
limited capacity
divided
visual cache - stores visual
inner scribe - records arrangements
episodic buffer
WMM
temporary store integrates visual, spatial, verbal info9
maintains time sequencing
LINKS TO LTM
LTM stores (3)
episodic
semantic
procedural
episodic
LTM store
knowing that
personal experiences
episode - larger event
3 elements:
specific details
context
emotion
declarative
semantic
LTM store
knowing that, knowledge shared by everyone
begin as episodic but transition to semantic when memory loses association with particular events
declarative
procedural
LTM store
skills
remember how rather than knowing the rules
acquired through repetition and practise
automatic
retrieval failure 3 key parts
encoding specificity princip0le
context-dependent forgetting
state-dependent forgetting
