memory names Flashcards
(33 cards)
Peterson + Peterson
-research into duration
-Tested 24 students in 8 trials
-each trial gave student a consonant syllable (such as YGB) and a 3 digit number
-the participants were asked to count backwards from the number (to prevent rehearsal) and recall letters
-told to stop after either 3, 6, 9, 12, 15, 18 and seconds
-after 3 seconds recall was 80%
-after 18 seconds recall was 3%
Jacobs
-research into capacity-
-Measured digit span using recall of varying amounts of numbers
-found that recall of numbers was 9.3
-recall of letters was 7.3
Miller
-research into chunking
-found that things come in 7s and suggested that we remember thinks by grouping (or chunking)
- 7+/-2
Baddely
-conducted research into coding
-Gave different lists of words to 4 groups of participants
1) semantically similar
2) semantically dissimilar
3) acoustically similar
4) acoustically dissimilar
-found that STM performed worse on acoustically similar words
-LTM did worse semantically similar
STM= coded acoustically
LTM= coded semantically
Bahrick
-research into duration of LTM
-studied 392 Americans between 17-74
-used high school year books
-recall was tested through 1- photo recognition and 2- free recall
-ppts tested within 15 years of graduating - 90% accuracy in photo recognition
-which after 48 years fell to 70%
-free recall after 15 years was 60%
-and fell to 30% after 48 years
Atkinson + Shiffrin
MSM
HM
-underwent brain surgery to relieve his epilepsy
-hippocampus was removed from both sides of his brain which is now known to be central to memory function
- HM was unable to form new long term memories
-he struggled to remember what he did in a day but performed well on tests of immediate memory
Tulving
Types of LTM
Clive Wearing
-severely impaired episodic memory but still retained procedural memory such as reading and playing music on the piano
Buckner and Peterson
-types of LTM
-looked at neuroimaging evidence regarding locations of semantic and episodic memory -
-they concluded that semantic memory is on the left of the prefrontal direct and episodic is on the right, however, other research links the prefrontal cortex with encoding of episodic memory and the right with episodic retrieval
-this challenges any biological evidence and there is poor agreement
Baddely and Hitch
WMM
KF
had poor STM for auditory information but could process visual information normally after a motorcycle incident
-he had poor memory when things were read to him (auditory) but recall improved when he read them himself (visual)
Baddely (support for WMM)
-dual task performance-
-asked ppts to carry out visual and verbal tasks at the same time
-their performance quality on each task were similar when performed separately but drastically declined when performed at the same time (eg 2 visual tasks)
-Both visual tasks compete for the VSS but there is no competition when one task is verbal and one is visual
McGeoch + McDonald
-studied retroactive interference by changing the account of similarity between 2 sets of material
-ppts had to learn a list of words until they could remember it with 100% accuracy
-6 groups then had to learn a different set of words
1-same meanings
2-opposite meanings
3-words unrelated
4- consonant syllable
5-3 digit number
6- no list (control)
Group 1 had the worst recall of the original list as interference is stronger when the memories are similar
Baddely and Hitch Rugby
-asked rugby players ti recall names of teams they had played against in that rugby season
-players all played the same time interval but the number of intervening games varied due to injury
-players who played the most games (most interference) had the poorest recall
Tulving + Psotka
-Interference as temporary and cab be overcome by cues
-gave ppts lists of words in groups- but not the name of the catagory the words were in
-recall averages at around 70% for the first list but worsened over time (proactive)
-at the end the ppts were told the name of the categories and recall rose again to 70%
Coenen -
Godden and BAddely
-context dependant forgetting
- studied deep sea divers who work underwater to see if training on land helped or hindered their work
-divers learnt a list on words either underwater or on land and were then asked to recall the words underwater on land - 4 conditions
1-learn on land- recall on land
2-learn on land - recall underwater
3-learn underwater - recall on land
4-learn underwater- recall underwater
Found that active recall was 40% lower in non-matching conditions
-they concluded that the external cues available at learning were different to ones available to ones at recall - leading to retrieval failure
Carter and Cassidy
-state dependant forgetting
-gave antihistamine drugs to their ppts- having a mild sedative effect making ppts slightly drowning and creating a different state
again, 4 different conditions
1) learn on drug - recall on drug
2) learn on drug - recall off drug
3) learn off drug- recall on drug
4) learn off drug - recall off drug
- found that in conditions that did not match, memory was significantly worse
Godden and Baddely 2
-replicated their underwater study but used recognition instead of recall
-ppts had to say if they recognised a word read aloud to them from a list, instead of retrieving it themselves
-performance was the same in all 4 conditions
-this suggests that retrieval failure is a limited explanation as it only applies to recall and not recognition
Loftus and Palmer
-45 students asked to watch a video of car accidents
-they were asked “about how fast were the cars going when they _____ each other?”
-the ppts were put into 5 groups and the gap was filled with a different verb each time
1) Hit
2) contacted
3) bumped
4) collided
5) smashed
-mean estimate speed
2) contacted - 31.8
5) smashed - 40.5
Gabbert -
Post event discussion -
-studied ppts in pairs
-each person in pair was shown the same events but 2 different perspectives
-2 were given the opportunity to discuss
-ppts were then interviewed by researcher individually about event
-71% of ppts recalled events that had not been seen but picked up by discussion
-rate in control group was 0%
Johnson + Scott -
-ppts believed that they were in a lab study
-whilst in the waiting room, in the low anxiety condition, ppts heard a conversation in the next room and saw a man walk past them carrying a pen w grease on his hand
-other ppts, in the high anxiety condition, heard a heated argument accompanied w sound of breaking glass- a man would then walk out carrying a knife with his hands covered in blood
-ppts then had to choose a man out of 50 pictures
low anxiety - 49% correctly identified man
high anxiety- 33% correctly identified
Yuille and cutshall
-anxiety having a positive impact
-conducted a study of an actual shooting in a gun shop in Vancouver - where the shop owner shot a thief
-there were 21 witnesses at 13 took part in the study
-the ppts were interviewed 4-5 months after the incident and the interviews were compared to the original police interviews at the time of shooting
-accuracy was determined by number of details reported in each account
-each ppt was also asked how anxious they were
-found that there was little changes in accuracy after 5 months
-but ppts who reported the highest level of stress were most accurate (about 88% compared to 75% of less stressed ppts)
-suggesting that anxiety may enhance memory
