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psychology > memory flashcards paper 1 completed > Flashcards

memory flashcards paper 1 completed

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1
Q

what are the three types of long term memory

A

semantic
procedural
episodic

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2
Q

what is semantic memory

A

storing info about world
meaning of words, general knowledge ‘ london is the capital of england’
involves conscious thought
not time stamped, don’t remember when it was learnt
must have conscious thought- declarative, not autobiographical

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3
Q

what is procedural memory

A

how to do things
doesn’t involve conscious thought
not time stamped
how to ride bike, tie shoe lace
implicit memory- performint tasks without thought, motor skills
non declarative
not autobiographical

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4
Q

what is episodic memory

A

storing information about events
episodes experienced in life
involved conscious thoughts
influenced by emotion
autobiographical, non declarative

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5
Q

what are the two explanations for forgetting

A

retrieval failure
interference explanation

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6
Q

what are the two types of interference

A

pro active interference and retroactive interference

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7
Q

what is pro active interference

A

old disrupts new
- underwood findings study, found participants less able to learn words presented later in a lift to those words earlier

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8
Q

what is retroactive interference

A

new disrupts old
-mcgeogh and mcdonald demonstrated by retroactive interference in study
had participants learn list of words until they kew it, learnt new similar list of words, forgetting original material in greater intervening items

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9
Q

what is tulvings retrieval failure theory

A

explanations for forgetting in ltm as an inability to access new info, due to lack of cues
cues have to be present for recall
retrieval failure not able to access memories

  • encoding specificity principle, info better recalled when encoded and retrieved in same place, and same state of mind, forgetting occurs to lack of cues in new environment or different psychological state to when encoded
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10
Q

what is tulvings encoding specificity principle

A

info better recalled when encoded and retrieved in same place, and same state of mind, forgetting occurs to lack of cues in new environment or different psychological state to when encoded

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11
Q

what are the two types of retrieval failure

A
  1. state dependent forgetting, mood or physiological state is different to mood when you were learning, forgetting internal environment
  2. context dependent forgetting
    different environment to recall, different from environment to when learning, forgetting to external environment
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12
Q

multi store model a01

A

atkinson and shiffrin - 3 memories stores, linked through attention and rehearsal, information flows through a memory system

sensory store – STM— LTM

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13
Q

how is memory in the sensory register passed to the STM

A

through attention

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14
Q

how is information lost in sensory store

A

lost through decay

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15
Q

how is memory lost in the short term memory

A

displacement of decay

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16
Q

how it information passed from the short term memory to long term memory

A

rehearsal

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17
Q

how is memory lost from LTM

A

decay retrieval failure or interference

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18
Q

sensory register duration, coding and capacity

A

0.25 seconds
large capacity

coding
echoic- auditory
iconic- visual
haptic- tactile
gustatory- taste
olfactory - smell

19
Q

short term memory capacity, coding and duration

A

acts as buffer between sensory memory and LTM

18 seconds
5-9 bits

coding acoustic

20
Q

capacity, coding and duration of long term memory

A

unlimited capacity
lifetime duration
semantic coding

21
Q

research into capacity of short term memory

A

Jacobs
digit span technique
read series of digits which gets longer
individual asked to repeat digits in right order, ppts recall 7+/-2 digits
limited capacity new info displaces old

miller found it can be longer from chunking

22
Q

research into the duration of the short term memory

A

18 seconds
peterson and peterson
not allowing rehearsal - lab experiment, gives nonsence triagram, keb, leb, tob,
asked to count back in 3s for 18s
then ask to count back in 3s for 18s
asked to recall

3s recall 80%
6s recall 50%
18s- recall >10%
= lost if not rehearsed

23
Q

research into coding in short term memory

A

acoustic
baddelet
75 participants and one or 2 word list was given
A- acoustically similar - performed worse
B- acoustically dissimilar- performed better
given list with words had to put in order

A- cat, lap, hat, bap,tap
B- phone, door, table, nail, pen

24
Q

research into duration of long term memory

A

bahrick
USA ppts age 17-74 given recall test
list of names, graduating class
photo recognition and name recognition

recognition was better than recall, cues

25
Q

research into coding in LTM

A

bahrick coding
20 min interval
list C semantically similar
list d- semantically dissimilar

similar meaning = poorly recalled
coding is semantic

26
Q

research into duration of sensory register

A

sperling
3x4 letters on grid flashed 1/20th a second
ppts recall letters in a row
sound tones high, medium, low
1st 2nd 3rd
recall close to 100% after waiting

27
Q

what are the three factors affecting eye witness testimony

A
  1. misleading information
  2. post event discussion
  3. anxiety
28
Q

misleading information 2 types

A
  1. leading questions - q’s increase likelihood on individuals schema influence and give desired answer
  2. post event discussion - added to memory false memories stimulated by misleading post event experiences
29
Q

experiment into the effects of leading questions

A

loftus and palmer
participants estimate speed of cars in accidents witnessed on video could be influenced by misleading questions

45 university students road accident film asked what happened like eye witnesses
‘how fast were the card going when they___’
verb changed 5, hit(34), collided(39), bumped(38), smashed(41), contacted (32)
findings- misleading questions have effect on ewt

30
Q

research into post event discussion

A

gabbert et al
witness discuss event about pick up details memory conformity
- studied ppts in pairs
-each ppts watched video of crime at different angle
discussed what they saw after control group worked alone
71% repeated aspects they couldn’t have seen
control group 0% recalled wrong
do this to win social approval as they believe others are right and they are wrong

31
Q

research into anxiety on eye witness testimony brief

A

whether it makes it better or worse

johnson and scott anxiety negative effect (discussion - pen grease, heated conversation, bloody knife)

yuille and cutshall positive effect
shooting, shop owner

32
Q

johnson and scotts research into factors affecting eye witness testimony

A

anxiety - negative effect
effect of presence of a weapon
Group 1- overheard discussion in lab about experiment failure person emerged with pen and grease on hands

group 2; overheard heated and hostile situation, sound of breaking glass and crashing chairs, person emerged with bloody knife

all given 50 photos to recall it was g1=49% and g2=33%

33
Q

yuille and cutshalls research into factors affecting eye witness testimony

A

anxiety positive effect on ewt
crime creates arousal fight or flight response
study on real shooting in canada
shop owner shot dead by theif
21 witnesses, 13 took part in study
5 months after incident
accuracy= impressive 88% accuracy compared to low stress group 75%

asked to rate on scale 1-7 how stressed they were, number of details recalled used to measure accuracy

34
Q

cognitive interview a01

A

geisleman et al developed to enhance the accuracy of recall based on encoding specificity hypothesis
4 main principles

  1. context reinstatement ( visualise self in setting of incident, environmental and emotional factors
  2. report everything - all minor details start to finish, even if irrelevent as it may not be to researcher

cue dependent and context:

  1. changing the perspective- from different perspective recall, ie bus stop, improve recall, studies show memory can be recalled in different routes
  2. reverse the order- backwards to forwards
35
Q

context reinstatement - cognitive interview

A

( visualise self in setting of incident, environmental and emotional factors

36
Q

report everything - cognitive interview

A

all minor details start to finish, even if irrelevent as it may not be to researcher

37
Q

changing the perspective - cognitive interview

A

from different perspective recall, ie bus stop, improve recall, studies show memory can be recalled in different routes

38
Q

reverse the order- cognitive interview

A

recall backwards to forwards, improve memory recall by different route, recall more recent events than others

39
Q

who created the working memory model and what is the belief

A

baddely and hitch believed stm active
processer of information, not a unitary store, central executive, 3 slave systems

40
Q

what is the central executive

A

filters info in and out
processes sensory info
limited capacity - one strand info
decision making
problem solving
use for demanding tasks

41
Q

what is the visio spatial sketchpad

A

relationship between visual and spatial information
what items are and where they are
visual codes- navigation, internal image
information rehearsed, encoded through inner eye

(supported by tasks baddely and hitch, tracking light and describing shape of letter f, visual and verbal task at the same time)
shows separate store

42
Q

what is phonological loop

A

rehearsal system of msm
limited capacity 2 seconds
preserved order of information heard

  1. articulatory process (active rehearsal, words being prepared to speak are held, inner voice)
  2. primary acoustic store (passive store that stores words head (inner ear)
43
Q

what is the episodic buffer

A

temporary info store, introduced in 2000s
integrates visual, spatial, verbal
maintaining sense of time sequency (record events)
storage component of CE, limited capacity of 4 chunks (baddeley) links with LTM working memory model and wider chunks

psychology (11 decks)

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