Memory eval ppl

Question 1

Bopp and Verhaeghen

Answer 1

Support for Jacobs digits span
- did a more controlled replication of Jacob’s study and confirmed his findings.

Question 2

Cowan

Answer 2

Miller overestimated chunking
- reviewed other research and found that the capacity of the STM Is 4+-1 chunks

Question 3

Shepard

Answer 3

Support for Bahrick’s LTM study
- when LTM studies were performed with meaningless pictures to be remembered, the recall was lower.

Question 4

Baddley

Answer 4

Shows that the STM and LTM are different
- when we use our STM we mix up words that sound similar, but when we use LTM we mix up words that mean similar things

Question 5

Shallace and Warrington

Answer 5

Evidence for more than one STM store
-patient KF had amnesia
-KF’s recall of digits was poor when the digits were read to him, but his recall was much better when he read them to himself
-suggests there could be separate STM stores for non-verbal factors such as noise

Question 6

Craik and Watkins

Answer 6

Support for elaborative rehursal
-found it was the type of rehursal that was more important than the quantity.
-Suggested that elaborative rehursal is better for long term storage through linking information together

Question 7

Buckner and Peterson

Answer 7

conflicting research linking LTM to parts of the brain
- reviewed evidence of the location of the semantic and episodic memory
-semantic = located on the left side of the pre-frontal cortex and the episodic = on the right
-other research links the left side of the pre-frontal cortex to encoding of episodic memories

Question 8

Belleville

Answer 8

Real world application of LTM understanding
-set up a programme to improve the episodic memory of old people
-trained pp’s had better recall of memories than those in a control group

Question 9

Tulvig
(and Hodges and Patterson)

Answer 9

Are the episodic and semantic memory stores the same or different?
Tulvig = said episodic memory was a subcomponent of the semantic memory. In his research into amnesia, he found that it was possible to have a functioning semantic memory with a damaged episodic memory, but also said it was NOT possible to have a functioning episodic with a damaged semantic.
Hodges and Patterson = research into dementia found that people could form new episodic memories but not semantic memories. Suggests that episodic memories do not need a functioning semantic memory so they must be seperate

Question 10

Shallace and Warrington (WMM)

Answer 10

Evidence to support
-KF had poor auditory information processing ability but could process visual information normally
-suggests damage to phonological loop but normal VSS

Question 11

Baddley (dual task performance)

Answer 11

supports dual task performance
-when Baddley’s pp’s did a verbal and a visual task at the same time their performance was similar to when they did each task separately.
-when both tasks were visual (or both verbal) performance decreased as both tasks were competing for the same subsystem

Question 12

Baddley and Hitch

Answer 12

Evidence for interference in the real world
-Asked players of a rugby team to list the teams that they played against in the season.
-Players who played the most games over the season had poorest recall

Question 13

Tulvig and Psotka

Answer 13

Interference and cues
-Gave pp’s word lists organised into categories
- For the first list recall was about 70% and for each list learned afterwards recall fell
-At the end of the procedure, pp’s were given a cued recall test and were told the names of the categories, recall rose again back to 70%.
Interference causes A TEMPORARY loss in information access for LTM memories

Question 14

Coenan and Van Luijelaar

Answer 14

Support from drug studies
- gave pp’s a word list to learn and asked them to recall it later
- when a word list was learned under diazepam, recall a week later would be poor compared to a placebo control group
-when a word list was learned before the drug was taken, recall would be better than the placebo
THE DRUG IMPROVED RECALL OF MATERIAL WHEN TAKEN BEFORE LEARNING

Question 15

Wixtead

Answer 15

Addition to Coenan and Van Luijelaar
-Suggested that taking the drug after learning prevented any information after learning that could interfere from reaching areas of the brain responsible for processing memories

Question 16

Eyesenk and Keane

Answer 16

Argue that retrieval failure is the main reason for forgetting information.

Question 17

Baddley (retrieval failure environments)

Answer 17

Argued that it would be difficult to find environments that are as different as land and underwater, whereas learning something in one room and recalling in another room is too similar to warrant forgetting.

Question 18

Godden and Baddley (replication)

Answer 18

Replicated their study with a recognition test rather than free recall and found that participants performed much better.