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A Level Psychology > Memory Booklet 1 > Flashcards

Memory Booklet 1 Flashcards

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1
Q

who proposed the multi store model

A

Atkinson and shiffrin (1968)

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2
Q

what does the msm consist of

A

three components
-sensory register
-short term memory
-long term memory

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3
Q

how do Atkinson and shiffrin suggest memories are formed

A

sequentially
where information passes from one component to the next in a linear fashion

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4
Q

how does the msm work

A

-information enters the sensory register from the environment via our senses
-information that is attended to is passed to stm
-rehearsed information is transferred to ltm
-info can be retrieved from ltm to stm when required

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5
Q

coding, capacity, duration of sensory register

A

-sense specific
-unlimited
-very brief (milliseconds)

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6
Q

coding, capacity, duration of stm

A

-acoustic
-7+/-2 chunks
-18-30 seconds

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7
Q

coding, capacity, duration of ltm

A

-semantic
-unlimited
-lifetime

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8
Q

explain the two main registers of the sensory register

A

-iconic memory is where visual information is coded visually
-echoic memory is where auditory information is coded acoustically

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9
Q

define capacity

A

amount/ quantity - the quantity of information stored

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10
Q

define duration

A

time - the length of time information is held for

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11
Q

define coding

A

format- the type or format of information being stored

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12
Q

what does the msm being a linear model suggest

A

all memory stores are separate and unitary

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13
Q

explain the procedure for baddeleys study of coding in stm and ltm

A

-gave different lists of words to 4 groups of participants to remember
-group 1, acoustically similar (cat, hat)
-group 2, acoustically dissimilar (cat, table)
-group 3, semantically similar (big, huge)
-group 4, semantically dissimilar (big, small)
-participants were shown original words and asked to recall them in the correct order

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14
Q

conclusion of baddeleys study

A

-when had to recall immediately after hearing, worse results with acoustically similar words (stm recall)
-when asked to recall words after 20 mins, did worse with semantically similar words (ltm recall) suggesting information is semantically coded in the ltm

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15
Q

explain the procedure for Jacobs study into capacity of the stm

A

-developed a technique to measure digit span
-participants given 4 digits then asked to recall in the correct order out loud
-if correct researcher reads out 5 digits and so on until can’t recall correctly

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16
Q

conclusion of Jacobs study into capacity of stm

A

-found the mean span of digits across all participants was 9.3 items
-mean span for letters was 7-8

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17
Q

explain the procedure for Peterson and Petersons study into the duration of stm

A

-tested 24 undergraduate students who took part in 8 trials
-student given a trigram to remember and a 3 digit number and told to count backwards from it until told to stop, preventing rehearsal, and on each trial told to stop after a different amount of time

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18
Q

conclusion of Peterson and Petersons study

A

-recorded on a graph
-suggests stm may have a very short duration unless it is rehearsed

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19
Q

explain the procedure for bahricks study on the duration of ltm

A

-studied people from Ohio aged 17-74
-recall tested in multiple ways using year books for
a) photo recognition
b) fire recall recalling names

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20
Q

conclusion of bahricks study

A

-participants tested within 15 years of graduation were 90% accurate
-after 48 years, recall declined to 70% for photo recognition

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21
Q

describe the experiment of the serial position effect

A

-give person an extended list of words and ask them to recall them
-noted down which words were remembered and the position of them

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22
Q

results on experiment of serial position effect

A

people more likely to remember the first couple of words and last couple, but less likely to remember the ones in the middle

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23
Q

what is the regency effect

A

people remember the words at the end of the list because they are circulating in the stm and haven’t been forgotten

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24
Q

what is the primacy effect

A

people are more likely to remember words at the start of the list because they have been rehearsed so have been passed into the ltm so can be retrieved

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25
Q

how does the serial position effect support the msm

A

shows rehearsal causes us to remember it, supporting idea that information is transferred to the ltm

26
Q

strengths of lab experiments

A

-done in a controlled setting
-high degree of control over extraneous variables
-can repeat experiment so results are replicable

27
Q

weaknesses of lab experiments

A

-lack of real life application because of the use of an artificial stimulus
-risk of demand characteristics

28
Q

explain who HM was

A

-suffered from epilepsy
-to treat, his brain tissue was removed
-resulted in ltm being affected but stm intact

29
Q

how does the study of HM support the msm

A

he is able to use his stm but can’t remember information so has no ltm

30
Q

explain who Clive wearing was

A

-has amnesia so can’t transfer information to the ltm but can retrieve information from the ltm
-can only remember things for 30 seconds so can’t create new memories

31
Q

explain who KF was

A

-injured in a motorcycle accident
-able to recall stored information from his ltm but issues with his stm
-able to remember visual images but unable to remember sounds

32
Q

how does KF not support the msm

A

behaviour suggests there are 2 parts to the stm instead of one

33
Q

what does the wmm consist of

A

-central executive
-phonological loop
-visuo spatial sketchpad
-episodic buffer
-long term memory

34
Q

function of the central executive

A

-boss of wmm
-controls attention and directs info to the two slave systems
-very limited capacity

35
Q

function of phonological loop

A

-deals with auditory information and has two sub components
-limited capacity

36
Q

function of articulatory control system

A

-inner voice
-allows sub vocal repetition of items in the phonological store otherwise known as maintenance rehearsal

37
Q

function of phonological store

A

-inner ear
-stores acoustic items (speech based sounds) for a short period of time

38
Q

function of visuo spatial sketchpad

A

-deals with visual and spatial tasks and has two sub components

39
Q

function of inner scribe

A

-deals with the spatial relationship between objects

40
Q

function of visual cache

A

-stores visual information eg form shape and colour

41
Q

strengths of wmm

A

-dual task studies eg baddeley and hitch found participants experience better performance on tasks which use different components of the wmm in comparison to the same component
-the wmm explains short term memory in terms of temporary storage and active processing
-pet scans show different areas of the brain are active while completing verbal and visual tasks which correspond to wmm
-supported by patient kf who could remember visual information but not verbal

42
Q

weaknesses of the wmm

A

-only concerned with stm and is not a comprehensive memory model
-little research on central executive component so it isn’t clear how it works or what it does

43
Q

function of episodic buffer

A

binds and integrates information from all other components and sends info to the ltm
puts images and sounds together

44
Q

why was the episodic buffer added

A

realised model had no general storage facility

45
Q

what are the types of long term memory

A

-episodic
-semantic
-procedural

46
Q

what is episodic memory

A

memory of personal experiences

47
Q

what are the three specific elements of episodic memory

A

-details of the event
-the context
-the emotions

48
Q

which brain region is episodic memory associated with

A

hippocampus

49
Q

what is the strength of episodic memory determined by

A

the strength of the emotions experienced when the memory is coded

50
Q

is episodic memory explicit or implicit

A

explicit

51
Q

what is semantic memory

A

memory for:
-knowledge
-facts
-concepts
-meaning

52
Q

is semantic memory explicit or implicit

A

explicit

53
Q

what determines the strength of semantic memories

A

the strength of emotions experienced when the memory is coded

54
Q

which brain regions are semantic memories associated with

A

temporal lobe

55
Q

what is procedural memory

A

the memory of performed tasks or skills

56
Q

is procedural memory implicit or explicit

A

implicit

57
Q

how are procedural memories acquired

A

repetition and practice

58
Q

when are many procedural memories formed

A

early in life

59
Q

which brain region are procedural memories associated with

A

the cerebellum
the motor cortex

60
Q

explain how patient hm supports different types of LTM

A

-underwent surgery to cure his epilepsy which involved hippocampus removal
-after surgery unable to form new episodic memories
-retained ability to learn procedural tasks

61
Q

explain how brain scans provide support for types of LTM

A

-research shows different parts are active when accessing different types
-brain regions are responsible for different types of LTM
-there are at least 3 types of LTM

62
Q

explain how the study of PM shows different types of LTM

A

-cellist who had amnesia from a virus
-episodic and semantic memory affected but procedural memory intact

A Level Psychology (7 decks)

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