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11 Pyschology > Memory P1 > Flashcards

Memory P1 Flashcards

1
Q

MSM

A

Multi-store model,
- a representation of how memory works and transfers from the sensory register to STM to LTM
- how it is remembered and how it is forgotten

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2
Q

Sensory register (3)

A
  • processes iconic, echoic and other stimuli from environment
  • massive capacity
  • short duration (less than half a second)
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3
Q

Short term memory (STM) (3)

A
  • acoustic coding
  • short (18 sec) duration
  • small (5-9 item/7+-2 but Cowan research suggests closer to 5) capacity
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4
Q

Long term memory (LTM) (3)

A
  • semantic coding
  • unlimited duration
  • unlimited capacity
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5
Q

Coding

A

The format information is stored in memory stores

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6
Q

Capacity

A

The amount of information memory stores can hold

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7
Q

Duration

A

The length of time information can be held in memory

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8
Q

Process of MSM

A

Info transferred:
STM to LTM by rehearsal
LTM to STM by retrieval

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9
Q

Central executive (CE)

A

• divides limited attention
• allocates subsystems tasks
• limited processing capacity(?), stores no information

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10
Q

Phonological loop (PL)

A
  • deals with auditory info (acoustic coding)
  • preserves order info arrives
  • PHONOLOGICAL STORE stores words, information you hear
  • ARTICULATORY PROCESS allows maintenance rehearsal with a loop of 2 seconds
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11
Q

Working memory model (WMM)

A

A representation of STM that shows different types of information stored.
uses sub-units coordinated by a central decision making system

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12
Q

Visuospatial sketchpad

A

• stores visual and spatial information
• capacity of 3-4 items
• VISUAL CACHE stores visual data (form and colour)
• INNER SCRIBE records arrangements

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13
Q

Episodic buffer

A

• integrates info processed in other subsystems into one event
• maintains time sequencing
• capacity of 4 chunks
• links WM to LTM

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14
Q

3 sections of LTM

A
  • semantic (facts and knowledge, need to be recalled deliberately)
  • episodic (events and people, objects, places involved. has to be recalled consciously)
  • procedural, (actions, learned skills, how to do things and muscle memory, without conscious effort)
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15
Q

Proactive interference

A

Forgetting occurs when older memories, already stored, disrupt the recall of newer memories. The degree of forgetting is greater when the memories are similar

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16
Q

Retroactive interference

A

Forgetting occurs when newer memories disrupt the recall of already stored older memories. The degree of forgetting is greater when the memories are similar

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17
Q

Retrieval failure

A

A form of forgetting that occurs when you don’t have the necessary cues to access the memory. The memory is available but not accessible unless suitable cue is provided

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18
Q

Cue

A

A trigger for information, may be external or internal
cues may be meaningful or may be indirectly linked by being encoded at the time of learning

19
Q

Context dependant forgetting

A

Recall depends on external cue

20
Q

State dependant forgetting

A

Recall depends on internal cue

21
Q

Post event discussion

A

Discussing the details of an event with co witnesses or other people that may influence accuracy of the witnesses recall

22
Q

Leading question

A

A question phrased in a way that suggests a certain answer

23
Q

Misleading information

A

Incorrect information given to an eyewitness usually after the event
can be leading question or post event discussion

24
Q

Anxiety and it’s effect on recall

A
  • A state of emotional and physical arousal
  • worried thoughts and feelings of tension, physical effect of increased heart rate
    Anxiety has a negative effect, weapon focus Johnson and Scott
    Anxiety has a positive effect, arousal Yuille and Cutshall
25
Q

The Yerkes Dodson law

A

Some arousal/anxiety is good but too much is bad highest recall is at modest levels of anxiety

26
Q

4 techniques to the cognitive interview

A
  1. Report everything, may trigger cues
  2. Reinstate the context, prevent context dependent forgetting
  3. Reverse the order, prevent people from reporting their expectations of what happened and harder to lie
  4. Change perspectives, prevents schema and stating expectations
27
Q

Enhanced cognitive interviewing

A

Fisher et al. When to establish eye contact, reducing eye whiteness anxiety, minimising distractions, eye whiteness to speak slowly and open ended questions

28
Q

Evaluation of the congnitive interview

A

Kohnken’s
* Meta- analysis of 55 experiments
* 41% increase in accurate recall using CI over standard police interviews
* Some increase in inaccurate information
(but this can be cross- validated)

Milne & Bull’s
- each technique of interview when used alone produced more information than a standard police interview
* ‘Report everything’ and ‘reinstate context’ are the most important techniques
* Effective on own or in combination with each other
* Others are less important / effective

other
* Time consuming
* Takes much longer than standard interview to conduct
* e.g., takes time to reinstate context and cover all details instead of just the directly relevant material

29
Q

3 factors that can effect eyewitness testimony

A

The ability of people to remember the details of events, such as accidents and crimes, which they observe themselves
- anxiety
- leading questions
- misleading information

30
Q

procedure and result of Spirling whole report

A
  • 3 rows of 4 letters
  • Flashed for 0.1 seconds
  • Pps recalled as many as possible
  • Recall = 4-5 items
31
Q

procedure and result of Spriling partial report

A
  • 3 rows of 4 letters
  • Flashed for 0.1 seconds
  • Pps cued by a tone to recall a specific row
  • Recall = 3-4 items
32
Q

what does spriling study say about duration and capacity of sensory memory

A
  • Duration is very brief as information fades before it can be recalled
  • Capacity is larger than can be measured in the time it takes to answer
  • In the ‘partial report’ condition, 3-4 items can be recalled from any row…
  • …so all rows must be in sensory memory for a brief time
  • But they fade too quickly to all be recalled in the ‘whole report’ condition
  • … i.e., by the time 4-5 items are recalled
33
Q

stregth and limitations of spriling

A

Strength
* Powerful procedure for identifying capacity of sensory memory
* i.e., the use of separate tests of different lines of letters to estimate total capacity
Limitation
* Ecological validity: generalisability to other stimuli
* Letters are artificial stimuli: capacity may be different for more realistic / common stimuli

34
Q

procedure, results and limitation of miller

A
  • capacity
  • Review of digit span experiments …
  • …and observations of everyday life
    (7 days of week, deadly sins, etc)
  • so capacity is 7 +/- 2
  • -Miller may have overestimated the capacity of the STM. Future research has suggested that the capacity of the STM is 4. This suggest that the lower bond (5) is more accurate that Miller’s estimate
35
Q

procedure and results of peterson peterson

A

study on duration of STM
Procedure
- given trigram of letters to remember and a 3 digit number to count backwards from
- count back from three from three digit number (to prevent maintenince rehersal) until told to stop
- in each trial told to stop after differnt period of time going up from three seconds

results
- after 3 seconds avg recall was 80%
- after 18 seconds avg recall was 3%

evalluation
- need to better but heres alexs
-Artificial Stimuli, lacks external validity
+However, we do remember meaningless numbers in our daily life, so it isn’t that irrelevant

36
Q

alternative to miller

A
  • capacity
  • Cowan: 4±1 items
  • Based on tests of unexpected recall
    AND / OR
  • Time based (working memory model)
  • Information that can pronounced in ones head in 2-2.5 seconds
37
Q

Bahrick procedure and result on study on duration of LTM

A
  • 392 ex high school pupils were tested on memory of yearbooks between 15 and 48 years after graducation
    tested on free recall/ recalling names of graduation class
  • 60% after 15 years
  • 30% after 48 years
    Tested on photo recognition
  • 90% after 15 years…
  • 70% after 48 years
  • Long- term memories can remain stored for a very long time
  • Cues increase recall from LTM

better evaluation maybe
+High External Validity- real life memories were used
-Confounding Variables are not controls- Participants may have looked at their yearbook and rehearsed this for many years

38
Q

procedure of Baddedly study on coding

A
  • Participants tested on short or long term recall from word lists, which were:
  • Acoustically similar, e.g., cat + can
  • Acoustically dissimilar, e.g., pit + few
  • Semantically similar, e.g., large + big
  • Semantically dissimilar, e.g., good + hot
  • When tested from STM, participants made more errors on the acoustically similar words
  • Words that sounded similar interfered with each other
  • Shows that they had coded words in STM acoustically
  • When tested from LTM, participants made more errors on the semantically similar words
  • Words with similar meanings interfered with each other
  • Shows that they had coded words in LTM semantically

Badedly evaluation plz
-Artificial Stimuli-Findings have limited application

39
Q

KF

A
  • paitent with amneasia
  • STM poor when words read to him…
  • … but better when he read them himself
  • Shows there are separate components in STM
  • i.e., for processing acoustic and visual information
    They found that KF’s STM for digits was very poor when they were read out loud to him. His recall was much better when he read the digits himself. This could be because amnesia suffers might have another STM store for non-verbal sounds, according to further research
40
Q

HM

A
41
Q

Baddeley’s results showed about coding in short term memory (3)

A
  • When tested from STM, participants made more errors on the acoustically similar words
  • Words that sounded similar interfered with each other
  • Shows that they had coded words in STM acoustically
42
Q

Baddeley’s results showed about coding in long term memory (3)

A
  • When tested from LTM, participants made more errors on the semantically similar words
  • Words with similar meanings interfered with each other
  • Shows that they had coded words in LTM semantically,
43
Q

Bahrik evaluation

A

+High External Validity- real life memories were used
-Confounding Variables are not controls- Participants may have looked at their yearbook and rehearsed this for many years

11 Pyschology (21 decks)

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