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psychology - mr rogers > memory ao3 > Flashcards

memory ao3 Flashcards

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1
Q

shallice and warrington

A

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

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2
Q

baddeley - dual task performance

A

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

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3
Q

lack of clarity over central executive - WMM

A

baddeley
don’t know where it is

its capacity hasn’t been measured

lack of clarity

isn’t fully explained

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4
Q

Beardsley

A

MSM
prefrontal cortex active during STM but not LTM

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5
Q

squire

A

MSM
hippocampus active when LTM

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6
Q

Atkinson and shiffrin

A

MSM

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7
Q

baddeley and hitch

A

WMM

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8
Q

different LTM stores - brain scans evidence

A

episodic = hippocampus and frontal lobe

semantic = temporal lobe

procedural = cerebellum

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9
Q

different LTM stores - HM

A

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)

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10
Q

different LTM stores - episodic a gateway to semantic?

A

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

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11
Q

retroactive interference ao1

A

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

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12
Q

proactive interference ao1

A

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

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13
Q

similarity of test materials ao1

A

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

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14
Q

baddeley and hitch - interference

A

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

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15
Q

interference theory - artificial

A

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

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16
Q

accessibility v availability

A

interference theory
causes memory to disappear or effects just temporary

ceraso -
If memory tested again after 24 hours = spontaneous recovery

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17
Q

encoding specificity principle ao1

A

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

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18
Q

context dependent forgetting ao1

A

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

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19
Q

state dependent forgetting ao1

A

retrieval failure
Goodwin
- mental state acts as cue
- remember list of words drunk or sober
- info learnt drunk is more available when drunk

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20
Q

retrieval failure - real world

A

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

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21
Q

retrieval failure - don’t always work

A
  • in experiments just learning word lists
  • learning IRL you learn about more complex associations that are less easily triggered
22
Q

retrieval failure - explains interference

A

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
23
Q

Yuille and Cutshall

A

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

24
Q

Loftus wallet

A

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

25
Q

Lindsay

A

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

26
Q

wagstaff

A

memory improved by
ADVOKATE
Amount of time
Distance
Time

27
Q

deffenbacher

A

meta-analysis
- effect of heightened anxiety on recall
- support for hypothesis that high levels of stress negatively impact the accuracy of EWT

28
Q

christainson and hubinette

A

EWT and anxiety
when questioned real witnesses to bank robberies who had been threatened = more accurate in recall

high ecological validity

29
Q

Loftus weapons focus

A
  • 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
30
Q

jacobs

A

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

31
Q

Peterson and Peterson

A

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

32
Q

baddeley encoding

A

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

33
Q

bahrick

A

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%

34
Q

fisher and geiseman - cog interview 4 techniques

A
  1. report everything
  2. reinstate the context
  3. reverse the order
  4. change perspective
35
Q

enhanced cognitive interview - Fischer

A

comfortable
eye contact

36
Q

MSM 3 stores

A

Atkinson and Shiffrin
sensory register
STM
LTM

37
Q

what does the MSM show

A

how information flows through the memory system

38
Q

sensory register

A

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

39
Q

MSM ao3 - too simple

A

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

40
Q

WMM - what is it

A

how STM is organised and how it functions

41
Q

WMM parts

A

CENTRAL EXECUTIVE
PHONOLOGICAL LOOP
VISUO SPATIAL SKETCHPAD
EPISODIC BUFFER

42
Q

central executive

A

WMM
monitors incoming data
allocates slave systems

43
Q

phonological loop

A

slave system
auditory info - acousti c
preserves order of info
divided into:
phonological - stores words
articulatory - maintenance rehearsal

44
Q

visuospatial sketchpad

A

WMM
stores visual
limited capacity
divided
visual cache - stores visual
inner scribe - records arrangements

45
Q

episodic buffer

A

WMM
temporary store integrates visual, spatial, verbal info9
maintains time sequencing
LINKS TO LTM

46
Q

LTM stores (3)

A

episodic
semantic
procedural

47
Q

episodic

A

LTM store
knowing that
personal experiences
episode - larger event
3 elements:
specific details
context
emotion
declarative

48
Q

semantic

A

LTM store
knowing that, knowledge shared by everyone
begin as episodic but transition to semantic when memory loses association with particular events
declarative

49
Q

procedural

A

LTM store
skills
remember how rather than knowing the rules
acquired through repetition and practise
automatic

50
Q

retrieval failure 3 key parts

A

encoding specificity princip0le
context-dependent forgetting
state-dependent forgetting

psychology - mr rogers (4 decks)

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