Memory gaps

Question 1

Procedural memory

Answer 1

responsible for knowing how to do things, i.e. memory of motor skills. Does not involve conscious thought and is not declarative. it is automatic
For example, procedural memory would involve knowledge of how to ride a bicycle.

Question 2

Semantic memory

Answer 2

Responsible for storing information about the world.
Includes knowledge about the meaning of words, as well as general knowledge.
For example, London is the capital of England. It involves conscious thought and is declarative.

Question 3

Episodic memory

Answer 3

Episodic memory is a part of the long-term memory responsible for storing information about events that we have experienced in our lives.
It involves conscious thought and is declarative.
An example would be a memory of our 1st day at school.

Question 4

Types of LTM A03:

Answer 4

Evidence for the distinction between declarative and procedural memory has come from research on patients with amnesia. Typically, amnesic patients have great difficulty in retaining episodic and semantic information following the onset of amnesia.

KF
Clive wearing

Question 5

Loftus + Palmer Procedure

Answer 5

Procedure: Forty-five American students formed an opportunity sample. This was a laboratory experiment with five conditions, only one of which was experienced by each participant (an independent measures experimental design).
Participants were shown slides of a car accident involving a number of cars and asked to describe what had happened as if they were eyewitnesses. They were then asked specific questions, including the question “About how fast were the cars going when they (hit/smashed/collided/bumped/contacted ) each other?”

Question 6

Loftus + Palmer results

Answer 6

Findings: The estimated speed was affected by the verb used. The verb implied information about the speed, which systematically affected the participants’ memory of the accident.

Participants who were asked the “smashed” question thought the cars were going faster than those who were asked the “hit” question. The participants in the “smashed” condition reported the highest speeds, followed by “collided”, “bumped”, “hit”, and “contacted” in descending order.

Question 7

Loftus + Palmer

A03: validity

Answer 7

lacks mundane realism + ecological validity as it is a lab study

Question 8

Loftus and palmer

A03: sample

Answer 8

A further problem with the study was the use of students as participants. Students are not representative of the general population in a number of ways. Importantly they may be less experienced drivers and therefore less confident in their ability to estimate speeds. This may have influenced them to be more swayed by the verb in the question.

Question 9

Loftus and palmer:

A03: Replication

Answer 9

strength of the study is it’s easy to replicate (i.e. copy). This is because the method was a laboratory experiment which followed a standardised procedure.