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CH - Y12 - ALevel Psych C4 > Memory: Coding, Capacity and Duration > Flashcards

Memory: Coding, Capacity and Duration Flashcards

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1
Q

Key Term Focus

What is meant by the term coding?

A

How we process information

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2
Q

Key Term Focus

What is meant by capacity?

A

The amount of informaiton that can be held

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3
Q

Key Term Focus

What is meant by duration?

A

This is how long the information lasts in memory

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4
Q

AO1 Focus

How does the sensory register code information?

A

Modality specific
(according to the sense being used)

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5
Q

AO1 Focus

What is the capacity of the sensory register

A

Unlimited

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6
Q

AO1 Focus

What is the duration of the sensory register?

A

Limited - less than 0.5 second

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7
Q

AO1 Focus

How does the short term memory code information?

A

Acoustically
(based on sound)

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8
Q

AO1 Focus

What is the capacity of the short term memory?

A

7 + / - 2 items
(5-9 items)

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9
Q

AO1 Focus

What is the duration of the short term memory?

A

Limited - 18-30 seconds

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10
Q

AO1 Focus

How does the long term memory code information?

A

Semantically
(based on meaning)

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11
Q

AO1 Focus

What is the capacity of the long term memory?

A

Unlimited

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12
Q

AO1 Focus

What is the duration of the long term memory

A

Potentially, a lifetime

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13
Q

AO1 Focus

Who conducted studies into the coding of the short term memory and long term memory?

A

Baddeley

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14
Q

AO1 Focus

Who conducted the study into the capacity of the short term memory

A

Miller

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15
Q

AO1 Focus

Who conducted the study into the duration of the short term memory?

A

Peterson & Peterson

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16
Q

AO1 Focus

Who conducted a study into the duration of the long term memory?

A

Bahrick

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17
Q

AO1 Focus

What was Baddeley’s procedure for investigating the coding of the short term memory?

A

Showed participants word list of either;
* Acoustically similar words
* Acoustically dissimilar words

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18
Q

AO1 Focus

When Baddeley tested the coding of short term memory, when were participants asked to recall the word lists?

A

Immediately

Students often forget that for a task to be testing the STM, it has be recalled immediately. AQA often makes this a mark point on questions about designing memory tasks!

19
Q

AO1 Focus

When testing the coding of the STM, which word list did participants make more mistakes on?

A

Acoustically similar words

20
Q

AO1 Focus

What was Baddeley’s conclusion regarding the coding of the STM

A

The STM codes information acoustically

21
Q

AO1 Focus

What was Baddeley’s procedure for investigating the coding of the long term memory?

A

Showed participants word list of either;
* Semantically similar words
* Semantically dissimilar words

22
Q

AO1 Focus

When Baddeley tested the coding of long term memory, when were participants asked to recall the word lists?

A

After 20 minutes

Students often forget that for a task to be testing the LTM, it has be recalled after a delay. AQA often makes this a mark point on questions about designing memory tasks!

23
Q

AO1 Focus

When testing the coding of the LTM, which word list did participants make more mistakes on?

A

Semantically similar

24
Q

AO1 Focus

What was Baddeley’s conclusion regarding the coding of the LTM

A

Codes information semantically

25
Q

AO3 Focus

Why can Baddeley’s study of the coding of the STM and LTM be criticised for mundane realism?

This would form the first E of your PEEL

A

It used an artificial task of recalling word lists

Remember, you must always be specific and tailor the PEEL to suit the study you are evaluating - generic AO3 = 0 marks!

26
Q

AO3 Focus

As Baddeley used an artificial task to study the STM and LTM’s coding, what is it difficult to do?

This would be your second E of your PEEL

A

Generalise the findings that the STM codes acoustically / LTM codes semantically to real life examples of memory coding

This would be your second E of your PEEL

27
Q

AO1 Focus

What was Miller’s procedure to study the capacity of the STM?

A

‘Digit span technique’
* Participants given string of unrelated digits
* Asked to recall
* Increased by 1 digit every time correctly recalled

28
Q

AO1 Focus

What were Miller’s findings about the capacity of the STM?

A
  • Participants could realy 5 - 9 items
  • More can be recalled if the items were ‘chunked’
29
Q

AO3 Focus

Why can Miller’s study of the capacity of the STM be criticised for mundane realism?

This will be the first E of your PEEL

A

It used an artificial task of recalling series of digits

Remember, you must always be specific and tailor the PEEL to suit the study you are evaluating - generic AO3 = 0 marks!

30
Q

AO3 Focus

As Miller used an artificial task to study the STM’s capacity, what is it difficult to do?

This will be the second E of your PEEL

A

Generalise the findings that the STM has a capacity of 5-9 items to real life examples of the capacity of the STM

This will be the second E of your PEEL

31
Q

AO1 Focus

What was the procedure of Peterson & Peterson’s study of the duration of the STM?

A

Consonant Trigrams
* Given a consonant trigram
* Given a 3 digit number and were asked to count backwards
* They were stopped at different intervals (3, 6, 9, 12 seconds)

Students often forget that P&P stopped participants at different intervals - this is ESSENTIAL when explaining the procedure, as this is how they measured the duration

32
Q

AO1 Focus

What did Peterson & Peterson find when testing the duration of the STM?

A
  • After 3 seconds only 80% recalled the trigram correctly
  • After 18 seconds less than 10% recalled the trigram correctly

Do not confuse findings with conclusions - these findings tell us what we know the duration of the STM to be

33
Q

AO3 Focus

Why can Peterson & Peterson’s procedure be praised for high reliability?

This would form your first E of your PEEL

A

They used a standardised procedure of stopping participants at the same time intervals to ask to recall trigram

This would form your first E of your PEEL

34
Q

AO3 Focus

What does having high reliability / standardised procedure mean for Peterson & Peterson’s study?

This would form the second E of your PEEL

A

It can be repeated in the same conditions to check for consistent results into the capacity of the STM

This would form the second E of your PEEL

35
Q

AO1 Focus

What was Bahrick’s procedure when testing the duration of the LTM?

A

Asked high school graduates to recall the names of their classmates
* Condition 1 = recall using yearbook
* Condition 2 = recall without using yearbook

36
Q

AO1 Focus

What were the findings of Bahrick’s study of the duration of the LTM?

A
  • Condition 1 = 70% recalled accurately after 48 years
  • Condition 2 = 30% recalled accurately after 48 years

Do not confuse findings with conclusions - these findings tell us what we know the duration of the LTM to be

37
Q

AO1 Focus

What was Bahrick’s conclusion regarding the duration of the LTM?

A

Some information can last a lifetime in the LTM

38
Q

AO3 Focus

Why can Bahrick’s study be praised for having high mundane realism?

This would be your first E of your PEEL

A

As the research used a real life task of assessing real life memories of an individuals classmates

This would be your first E of your PEEL

39
Q

AO3 Focus

As Bahrick’s study is high in mundane realism, what does that mean it is easier to do?

This would be the second E of your PEEL

A

Generalise the findings of the duration of the LTM to real life situations

This would be the second E of your PEEL

40
Q

AO3 Focus

How can Bahrick’s study be criticised?

A

Low control over extraneous variables

41
Q

AO3 Focus

Why does Bahrick’s study have low control over extraneous variables?

This would form part of your first E of your PEEL

A

As the research did not take place in a controlled environment

This would form part of your first E of your PEEL

42
Q

AO3 Focus

What is one potential extraneous variable of Bahrick’s study?

This would form part of the first E of your PEEL

A

How much contact the participants had with classmates after leaving school

43
Q

AO3 Focus

Bahrick’s study lacks control over extraneous variables.

What does that mean cannot be established?

A

Cause and effect between the IV (time passed) and the DV (correct recall of classmates)

CH - Y12 - ALevel Psych C4 (17 decks)

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