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Pyschology Paper 1 > Memory: Models of memory > Flashcards

Memory: Models of memory Flashcards

1
Q

Define coding

A

The format in which information is stored

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2
Q

Define capacity

A

The amount of information that can be held.

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3
Q

Define duration

A

The length of time information can be held for

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4
Q

What is acoustic coding?

A

Coding in sound form

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5
Q

What is semantic coding?

A

Coding in meaning form

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6
Q

What psychologist done research on capacity of STM?

A

Digit span Jacobs

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7
Q

Explain the procedure of Digit Span Jacobs research on capacity of STM:

A

1) Gave participants a set of digits
2) Asks participants to recall digits in correct order
3) Add digit each time they get the order correct.

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8
Q

How can we improve the capacity of our STM?

A

Chunking

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9
Q

Findings of Digit Span Jacobs research on capacity:

A

STM holds 5 to 9 digits on average

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10
Q

What psychologist done research on coding?

A

Baddeley

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11
Q

Explain the procedure of Baddeley’s research on coding:

A

1) Gave different lists of words to 4 groups to remember
2) Ps had to recall the words either immediately (STM) or after 20 minutes (LTM).

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12
Q

Findings of Baddeley’s research on coding:

A

STM is coded for acoustically
LTM is coded for semantically

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13
Q

What psychologist done research on duration of STM?

A

Peterson and Peterson

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14
Q

Explain the procedure of Peterson and Peterson’s research on duration of STM:

A
  • 24 students were given trigrams and a 3 digit number to remember.
  • Students counted back from 3 digit number until they were told to stop at either: 3s, 6s, 9s, 12s, 15s, 18s
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15
Q

What were the findings of Peterson and Peterson’s research on duration of STM:

A
  • After 3 seconds = 80% Ps could remember trigram
  • After 9 seconds = 20% Ps could remember trigram
  • After 18 seconds = 3% Ps could remember trigram

Duration of STM is limited to 18 seconds.

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16
Q

What psychologist done research on duration of LTM?

A

Bahrick

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17
Q

Explain the procedure of Bahrick’s research on the duration of LTM:

A

1) 392 American Ps aged 17 to 24 had to take part in either a photo recognition test or a free recall test to name their highschool classmates

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18
Q

What were the findings of Bahrick’s research on duration of LTM?

A

Photo recognition test within 15 years = 90% accurate
Photo recognition test after 48 years = 70% accurate

Free recall test within 15 years = 60% accurate
Free recall test after 48 years = 30% accurate

LTM can last for a lifetime.

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19
Q

Give 1 limitation of Baddely’s research on coding:

A

The stimulus material was artificial and therefore the study does not reflect real life memory activities.

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20
Q

Give 1 limitation of Peterson and Peterson’s research on duration of STM:

A

The word lists had no personal meanings to the Ps and therefore do not reflect real life tasks making the findings hard to generalise.

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21
Q

Give 1 limitation of Digit Span Jacobs research on capacity of STM:

A

The study was done a long time ago when experiments were less well controlled and this could lead to confounding variables influencing the results.

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22
Q

Give 1 limitation of Bahrick’s research on capacity of LTM:

A

The study tests real life meaningful memories. This means it is easier to generalise but may be less well controlled.

23
Q

Who produced the multi-store model of memory?

A

Atkinson and Shiffrin

24
Q

What does the multi-store model of memory suggest?

A

Memory is made up of 3 stores linked by processing.

25
Q

What is the sensory register?

A

A store that holds information for a very short time while we process it.

26
Q

Name the 4 evaluation points for the multi-store model of memory and if they are a strength or a limitation:

A

1) Strength = Research evidence
2) Strength = HM case study
3) Limitation = KF case study

27
Q

Explain the HM case study:

A
  • HM’s hippocampus was removed
  • Was unable to form new long-term memories, but could perform short-term memory tasks, including retrieving old long-term memories
28
Q

Explain how research evidence is a strength for the multi-store model:

A
  • Shows STM and LTM are separate and independent stores.
  • Baddeley found that we tend to mix up words that sound similar when we are using our STMs, but mix up words with similar meanings when we use our LTM
  • STM is acoustic, LTM is semantic
29
Q

Explain how the KF case study is a limitation for the multi-store model:

A
  • MSM states STM is one unitary store - KF disproves that
  • KF’s STM for digits read out to him was poor, but much better when he was able to read the digits himself.
  • Shows that there must be one STM store to process visual information, and one to process auditory information.
30
Q

Explain how the HM case study is a strength for the multi-store model:

A
  • States that the STM and LTM are separate stores.
  • HM’s hippocampus was removed
  • HM was unable to form new long-term memories, but could perform short-term memory tasks, including retrieving old long-term memories
31
Q

Name the three types of LTM:

A
  • Episodic
  • Semantic
  • Procedural
32
Q

What is episodic LTM?

A
  • LTM store for personal events.
  • Includes memories of when events occurred and the people involved.
  • Memories have to be retrieved consciously and with effort.
33
Q

What is semantic LTM?

A
  • LTM store for our knowledge of the world
  • Includes facts and knowledge of what words and concepts mean
  • Memories have to be retrieved consciously and with effort,
34
Q

What is procedural LTM?

A
  • LTM store for our knowledge of how to physically do things.
  • Memories are retrieved unconsciously and without effort.
35
Q

Give an example of episodic LTM:

A

First day at school.

36
Q

Give an example of semantic LTM:

A

Everything you know about dinosaurs.

37
Q

Give an example of procedural LTM:

A

How to ride a bike.

38
Q

Name the 3 evaluation points that support the idea that there are 3 types of LTM and if they are a strength or limitation:

A
  • Clive Wearing case study = strength
  • Neuroimaging evidence = strength
  • Real-life application = strength
39
Q

Explain how the Clive Wearing case study is a strength for the idea that there are 3 types of LTM:

A
  • Clive Wearing had anterograde amnesia
  • Unable to recall previous memories, but semantic memories were intact
  • One LTM store can be damaged while the other stores are unaffected
40
Q

Explain how neuroimaging is a strength for the idea that there are 3 types of LTM:

A
  • Brain scan studies show that different types of memory are stored in different parts of the brain
  • Tulving at el had participants in PET scanners to do various activities.
  • Found that Episodic memories were recalled from left-prefrontal cortex, and semantic memories from right pre-frontal cortex.
41
Q

Explain how real-life application is a strength for the idea that there are 3 types of LTM:

A
  • Allows psychologists to target specific memory stores.
  • Belleville et al demonstrated that episodic memories could be improved in older people who had a mild cognitive impairment.
  • Enables specific treatments to be developed to benefit people
42
Q

What does the working-memory model show?

A

Representation of how different types of information is processed using systems coordinated by the central decision-making system.

42
Q

Who produced the working-memory model?

A

Baddeley and Hitch

43
Q

What is the role of the central executive?

A

Co-ordinates the activities of the 3 sub-systems

44
Q

What is the role of the phonological loop?

A

Processes information into two stores:
- Phonological = primary acoustic (sound) store
- Articulatory = subvocal recognition

45
Q

What is the role of the visio-spacial sketchpad?

A

Stores visual and spacial information as mental pictures into two stores:
- Visual cache
- Inner scribe

46
Q

What is the role of the episodic buffer?

A

Multi modal store that stores information from all 5 senses.

47
Q

What is the role of the long term memory in the working memory model?

A

Allows episodic memories to be stored.

48
Q

What is the working memory part in the working memory model?

A

Short term memory.

49
Q

Name the 3 evaluation points for the working memory model and if they are strengths or limitations:

A

1) Dual Task Test (Baddeley) = Strength
2) Neuroimagery = Strength
3) KF case study = Strength

50
Q

Explain the strength of the dual task test by Baddeley as a strength of the working memory model:

A
  • Supports the idea that we have seperate working memory stores for verbal and visual information.
  • Baddeley found that Ps found it harder to do two visual tasks simultaneously than to do a verbal and visual task simultaneously.
51
Q

Explain the strength of neuroimagery as a strength of the working memory model:

A
  • Suggests that there are different verbal and visual information stores in the working memory.
    -When Ps completed tasks using the central executive there was greater activity in the pre-frontal cortex.
52
Q

Explain the strength of the KF case study as a strength of the working memory model:

A
  • KF supports the idea that there are multiple and separate stores of information.
  • After experiencing brain damage KF had poor STM ability for recalling digits that were read out but was able to recall more digits when he read them himself.

Pyschology Paper 1 (9 decks)

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