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psychology > Memory Lesson 5-9 > Flashcards

Memory Lesson 5-9 Flashcards

1
Q

What is forgetting

A

Inability to access or recover info previously stored at time of attempted retrieval

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2
Q

Interference theory:

A

Forgetting or distorting (mainly when two memories are alike)

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3
Q

What is proactive theory

A

Old memory interferes with forming of new one

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4
Q

Retroactive interference

A

New memory interferes with old

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5
Q

Mcgeoch and mcdonalds experiment

A 
Pps learn list of words till perfect
Divided into six grps to learn new list
1. Synonyms 
2. Antonyms
3. Unrelated words
4. Nonsense syllables 
5. 3 digit numbers
6. No new list (control)
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6
Q

What did the interference theory experiment show?

A

Interference decreased as you go down the groups

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7
Q

Strengths of interference theory

A

+ lab studies support
Limits extraneous variables
+ realistic studies Baddley and Hitch - rugby players remember names of teams played earlier. The more teams they played the more confused

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8
Q

Weaknesses of interference theory

A
  • lab studies low ecological validity
  • time between learning word and retrieving is short irl its longer (lacks validity)
  • interference can be overcome by cues. Recall improved by 70% with cues
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9
Q

Retrieval failure due to absence of cues

A

Lack of accessibility rather than availability

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10
Q

Types of cues

A
  • linked meaningfully

- not linked meaningfully but may relate to context

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11
Q

External cues

A

-external (context dependent)

We learn info and the state we are in

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12
Q

Internal cues

A

(State dependant)

Not meaningfully linked but still act as cues

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13
Q

Tulvibg and pearlstone cue experiment

A

Recall 48 words from 12 categories

Each word is presented with a cue

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14
Q

What were the results of the cue experiment

A

60% recall with cue

40% recall without cue

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15
Q

What other factor can affect recall

A

If environment during recall is different to that of learning

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16
Q

Abernethy experiment on environmental dependant forgetting

A
  • student tested prior then weekly in different arrangements
    1. Same room and instructor
    2. Sr di
    3. Dr si
    4. Dr di
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17
Q

What were Abernethy results

A

Group one did best due to familiarity

Able students were least affected by alterations

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18
Q

Godden and Baddleys context dependant forgetting experiment

A
  • 18 divers
  • 36 unrelated words
    a) learn on beach recall on beach
    b) learn on beach recall under water
    c) learn under water recall on beach
    d) learn under water recall under watter
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19
Q

What were the results for godden and baddely

A

a) 13.5
b) 8.6
c) 8.5
d) 11.4

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20
Q

What conclusion did they come to (Godden and Baddley)?

A

Recall was better when environment of recall and learning was the same

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21
Q

Evaluation of context dependant forgetting

A
  • baddely argues context effects arent that strong in real life
    +abernethys study proves normal life contexts are important
  • CDF may depend on type of memory being tested
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22
Q

When does state dependant forgetting happen?

A

When your mood or physiological state during recall is different to learning

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23
Q

Carter and Cassaday SDF experiment

A

Anti histamines (control hay fever) cause drowsiness

  1. Learn on drug recall on drug
  2. Learn not on drug recall on drug
  3. Learn and recall not on drug
  4. Learn on drug recall not on drug
24
Q

What were the findings of Carter and Cassadays SDF experiment?

A

When internal state matches learning and recall there was better performance (group 1&3)

25
Strengths of SDF
+ range of research (lab studies and real life situations) Therefore more valid + has real life applications
26
Weaknesses of SDF
- doesnt always work as learning is more than cues - research lacks ecological validity and realism as its just words - hard to test encoding specificity principle as its hard to know what cues are meaningful and hoe they are encoded
27
What is an eyewitness testimony ?
Account given by people’s an event
28
How can EWT be effected?
- leadings questions | - post event discussion
29
Describe loftus and palmers study
``` 45 students shown a car accident video Asked about speed of car ‘How fast were the cars going when they hit each other?’ Others were asked the same thing ‘hit’ Smashed/bumped/collided/contacted ```
30
What was the results of the car accident video?
Verb has significant effect on estimated speed. Contacted=lowest (31.8mph) Smashed=highest (40.5mph)
31
What was the conclusion of the car accident video?
Some verbs are leading
32
Loftus and Palmer glass part
Used ‘smashed’ lead them to believe glass was broken
33
Loftus and zanni footage.
Showed car videos to pps and asked if they saw ‘a’ 7%broken headlight or ‘the’ broken headlights 17%
34
What was a post event discussion?
They discuss what they have experienced after the event.
35
Memory contamination
Mixes info from other witnesses
36
Memory conformity
Pick up details from EWT because they want social approval or as they believe others to be right
37
What is Gabbert et al study?
Pps in pairs, watched a vid from different views. | They discussed then gave context
38
What were the results of Gabbert et al study?
71% mentioned aspects they hadn’t seen. 0% in control group. Therefore witnesses will absorb info from others.
39
Strengths of how EWT can be effected
+well controlled lab study . Extraneous variables easy to control. Easy to replicate and test reliability. + important application to real life. Helps police.
40
Weaknesses of how EWT can be affected
- lack validity | - most were student participants so not representative
41
What effect does anxiety have on witnesses?
Emotional and physical effects
42
What is the yerkes Dodson law
Memory becomes more accurate as anxiety increases until optimum level Any more stress causes accuracy to decrease
43
Weapon focus effect
When the weapon is pulled anxiety increases | Focus shifts from crime to weapon
44
Johnson and Scott study
Participants sat outside a lab and heard either: 1. Friendly convo man emerges holding pen and greasy hands 2. Argument blood stained paper knifes Pps had to identify man from 50 photos
45
What were the results from Johnson and Scott study
49% accurate in situation 1 33% accurate in situation two Weapon cause the focus to shift to weapon rather than man
46
Christianson and Hubinette study
-58 real witnesses in Swedish bank robbery -4 to 15 months later -75% plus accurate recall Victims most anxious had the best recall
47
Weaknesses of weapon focus theory
-Weapon may not cause anxiety (maybe due to surprise) psychologist found that handgun and whole row chicken caused high surprise where is handgun caused high anxiety also -Field study, lacks control, high ecological validity is Cofounding and extraneous variables -ethical issues, psychological harm, deception, natural studies are more ethical bit harder to control -dodsons law is too simplistic. Her anxiety is hard to measure and define as it has many elements -individual differences such as personality characteristics may affect people. Not everyone is affected by anxiety in the same way
48
List some issues with traditional standard police interviews
- Brief closed question - Witnesses can be interrupted - leading questions - interruption can break concentration
49
Four principles of cognitive interview
- Context re-instalment - report everything - recall changed order - recall from changed perspective
50
What is context re-instalment
Recreating physical and psychological environment. | Triggers contextual dependent and state dependent cues
51
What is meant by reports everything
Every detail, insignificant and irrelevant Trivial info may help recall more important details (act as cues) Small details may be pieced from different witnesses
52
What is meant by recall in changed order?
Avoid re-collections influenced by schemas Triggers extra memory Prevents dishonesty For example reversing the order
53
What is meant by recall from change perspective?
Other witnesses, to disrupt affect of schema On recall
54
Enhanced cognitive interview principles by Fisher
- Should actively listen - ask open ended questions - pause after responses - avoid interruption - encourage use of imaginary - adapt language to suit witness - avoid judgement occurrence - minimise distractions
55
Weaknesses of cognitive interview
- time consuming - studies in lab are staged so findings may not accurately represent - needs lot of training to get accurate results - Less successful with children, psychologist found that those under six years old struggle to understand instructions so less accurate detail is given.

psychology (18 decks)

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