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Psychology: Paper 1 > Memory: Coding, capacity, duration > Flashcards

Memory: Coding, capacity, duration Flashcards

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1
Q

Capacity

A

measure of how much can be held in memory

represented in ‘bits’ of info, such as number of digits

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2
Q

Coding

A

the way info is changed so it can be stored in memory

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3
Q

Types of code

A 
visual code (picture)
acoustic code (sound)
semantic code (meaning)
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4
Q

Duration

A

a measure of how long a memory lasts before its not longer available

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5
Q

Researcher who studied coding in STM and LTM

A

Baddeley

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6
Q

Findings for STM coding (Baddeley)

A 
Immediate recall (STM) was worse with acoustically similar words. 
Therefore STM is coded acoustically
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7
Q

Findings for LTM coding (Baddeley)

A

Recall after 20 mins (LTM) was worse with semantically similar words.
Therefore LTM is coded semantically

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8
Q

STM: duration, capacity, coding

A

18-30 secs
7 +/- 2
acoustic

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9
Q

LTM

A

unlimited
unlimited
semantic

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10
Q

Why is a lab experiment a strength of Baddeley’s research?

A

lab experiment = high internal validity due to control of extraneous variables

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11
Q

How can Baddeley’s results be applied to the wider world, specifically in education?

A

He found we coded semantically in LTM
Enables teachers to improve learning strategies that improve memory in the future
In turn, leads to economic growth in terms of education and training as the future work force able to be more productive because they can retain info for long periods of time.

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12
Q

Why is there limited application for Baddeley’s research

A

The words were random, no personal meaning. Processing meaningful info may be encoded semantically for STM tasks
Need to be cautious about generalising findings to different types of memory tasks

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13
Q

What is another weakness to Baddeley’s research in addition to limited application

A

No-one classed LTM as 20 mins. Should be a longer time period

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14
Q

Weakness of Jacob’s study in terms of the date

A

Early research in psychology lacked control of extraneous variables
Participant may have been distracted, affecting performance
Therefore reduces validity of the study

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15
Q

Findings for Miller (STM capacity)

A

digit span was 7+/- 2 numbers remembered. Improved by chunking

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16
Q

Procedure for P&P (STM duration)

A

24 students given consonant trigram to remember

Asked to count back form either 3, 6, 9, 12, 15, or 18.

17
Q

Procedure for Bahrick

A

392 Americans ages 17-74
2 separate tests:
1) recognition test: 50 photos recognised from school year book
2) Free-recall test: List names of people from graduation

18
Q

Researcher who did study involving digit span for capacity of memory

A

Jacobs (1887)

19
Q

Procedure for Jacobs (STM capacity)

A

Digit span. 4 digits read to participants. Increased number until participants couldn’t recall correctly

20
Q

Researcher who did study involving 7+/- 2 items

A

Miller

21
Q

Who conducted research into the duration of STM

A

Peterson & Peterson

22
Q

Findings for P&P (STM duration)

A

3 sec interval = recall 80% correct
18 sec interval = recall 3% correct
Therefore suggests STM lasts 18-30 secs

23
Q

Weakness for Peterson and Peterson study

A

Lacks external validity due to artificial stimulus
IRL, dont memorise consonant trigrams
Therefore lacks external validity bc doesn’t reflect how memory works daily

24
Q

Findings for Bahrick

A

PP’s tested 48yrs after graduation = 70% accurate in recognition
free recall = less accurate

25
Q

Findings for Jacobs (STM capacity)

A

Avg recall: 9.3 numbers 7.3 letters

26
Q

Evaluation for Miller

A

Cowen found Miller overestimated
Capacity of STM was about 4 chunks
Lower end of millers 7+/-2 more appropriate (5 items)

27
Q

Reseacher who investigated LTM

A

Bahrick

28
Q

Procedure for Miller (STM capacity)

A

(STM capacity)

magic number book - observed everything came in 7’s

29
Q

Procedure for Baddeley

A

Gave participants a list of acoustically similar/dissimilar words, and semantically similar/dissimilar words.

Psychology: Paper 1 (18 decks)

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