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Psychology > Memory paper 1 > Flashcards

Memory paper 1 Flashcards

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1
Q

What is the duration of the short term memory

A

18-30 seconds

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2
Q

what is the duration of the long term memory

A

unlimited

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3
Q

what is the capacity of the short term memory

A

7+-2

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4
Q

what is the capacity of the long term memory

A

unlimited

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5
Q

what is the coding of the short term memory

A

acoustically

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6
Q

what is the coding of the long term memory

A

semantically

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7
Q

What is Baddeley’s research (hint: coding)

A

two groups: 1. acoustically 2. semantically

acoustic group had the worst recall so acoustic is the coding for short term memory

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8
Q

what was Miller’s research (hint: capacity)

A

He observed things come in sevens eg seven days of the week. he found the span of the short term memory is 7 items (+-2) but can be improved by chunking

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9
Q

what was peterson and petersons research (hint: duration)

A 
24 students given syllables to remember and a 3 digit number to count backwards from for different intervals.
Smaller intervals (3) = 80% recalled
larger intervals(18) = 3% recalled 
means that short term memory duration = 18-30 secs
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10
Q

what was Bahrick’s research

A

Americans aged between 17-74 had to do two tests
1. recognition test of photos from their yearbook
2. free recall of listening to names from yearbook
after 48 years photos better than free recall = duration unlimited

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11
Q

Evaluation of coding capacity and duration

A

1.

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12
Q

Name the main parts of the multi store model of memory

A

stimulus, sensory store, short term memory, long term memory

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13
Q

what is the duration, capacity and coding of the sensory register

A

duration: Very small
Coding: depends on sense
Capacity: high

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14
Q

what is the transfer from the sensory register to the short term memory

A

attention

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15
Q

what is the transfer between the short term memory and long term memory

A

Maintenance rehearsal

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16
Q

Evaluation of the msm

A
  1. LIMITATION: craik and watkins (created wmm) argued there are 2 types of rehearsal: maintenance & elaborative. elaborative is needed for the long term memory
  2. STRENGTH: STM and LTM are shown to be different stores (baddeley suggests coding is different for the STM and the LTM)
  3. LIMITATION: the STM is shown to be only one store but the WMM splits the STM into different stores
  4. LIMITATION: the LTM is shown to be only one store when we know we have an episodic and semantic LTM
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17
Q

What are the three types of long term memory

A

episodic, semantic, procedural

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18
Q

what is episodic memory

A

episodic memories are your personal events from your lives

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19
Q

what is semantic memory

A

semantic memories are knowledge of the world memories

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20
Q

what is procedural memory

A

procedural memories are memories of actions or skills

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21
Q

Evaluation of types of long term memory

A
  1. STRENGTH: tulving - memory tasks carried out whilst the brain was scanned showing semantic to be in the frontal lobe and episodic in the temporal lobe
  2. STRENGTH: clinical studies - Clive wearing’s episodic memory was damaged but he could still play the piano showing his procedural memory was not damaged
  3. LIMITATION: clinical studies lack population validity
    4.
22
Q

Name the 4 parts of the wmm

A

central executive, visuo spatial sketchpad, episodic buffer, phonological loop

23
Q

what is the central executive

A

monitors memories and controls what part of the STM they go to. it has a limited storage

24
Q

Coding capacity and duration of the central executive

A 
Coding = semantic and auditory 
Capacity = limited
Duration = short
25
Q

Coding capacity and duration of the episodic buffer

A 
Coding = semantic and auditory
Capacity = limited
Duration = short
26
Q

Coding capacity and duration of the phonological loop

A 
Coding = auditory
Capacity = limited 
Duration = short
27
Q

Coding capacity and duration of the Visuo spatial sketch pad

A 
Coding = visual
Capacity = limited
Duration = short
28
Q

Evaluation of the WMM

A
  1. STRENGTH: Baddeley et al - participants struggled doing two visual tasks but could do a visual and a verbal task. uses different stores. evidence separate stores in the STM
  2. LIMITATION: not enough detail about central executive, must be other details other than attention
  3. STRENGTH: shallice and Warrington - patient KF struggled with verbal information bout could process visual information
  4. LIMITATION: long term memory shown as only one store
29
Q

what is interferance

A

when we forget because we cant get access to memories even though they are available because two pieces of information are in conflict

30
Q

what is proactive interferance

A

when old memories interfere with new memories

31
Q

what is retroactive interferance

A

when new memories interfere with old memories

32
Q

when is interferance worst

A

when memories are similar

33
Q

What was McGeoch and McDonald’s experiment

A

Participants had to remember a group of words. Each group had different words. Synonyms had the worst recall

34
Q

Evaluation of interference

A
  1. LIMITATION: McGeoch = lab study - lacks ecological validity
  2. STRENGTH: McGeoch = lab study - variables can be controlled
  3. STRENGTH: baddeley&hitch - rugby players recall games depending how many games they’d played in between
  4. STRENGTH: Tucking - groups given lists of words, recall fell as more lists had to be learned
35
Q

What does encoding specificity principle mean

A

If a cue is to help us recall information it must be present at encoding and retrieval.

36
Q

What are the two types of cue in retrieval failure

A

State (feelings) and context (location)

37
Q

Evaluation of retrieval failure

A
  1. STRENGTH: godden and baddeley - when encoding and retrieval location the same = best recall
  2. LIMITATION: godden and baddeley - field = no control of variables
  3. STRENGTH: godden and baddeley - field = realistic setting
  4. STRENGTH: carter and Cassidy - when encoding and retrieval done in the same state = best recall
37
Q

What are the two features of leading information

A

Misleading questions and post event discussion

37
Q

Briefly outline loftus and palmers experiment

A
  • participants watch a video of a car crashing
  • then asked how fast the car was going with different verbs
  • hit, contacted, bumped, collided, smashed
  • contacted=31.8 mph smashed=40.5 mph
37
Q

Briefly outline gabberts experiment

A
  • participants watch a video of a crime each from different angles
  • had a discussion after watching the video
  • 71% recalled information they wouldn’t have been able to see from their angle
  • control group = no errors recall
38
Q

Evaluation of misleading information

A
  1. LIMITATION: loftus = lab - no ecological validity
  2. STRENGTH: loftus = lab - high internal validity
  3. LIMITATION: zaragosa - eyewitnesses may not always know answers to questions but answer anyway as they want to be helpful
  4. LIMITATION: lacks external validity - real eyewitnesses will try harder to remember information as it really can lead to a conviction
40
Q

Briefly outline johnson and scotts experiment

A
  • Participants in a waiting room &listen to an argument in the next room
  • low anxiety condition: man walks through waiting room with a pen and grease in his hands
  • high anxiety condition: man walks through the waiting room with a paper knife covered in blood
  • had to pick man from 50 photos (higher recall from low anxiety)
41
Q

Briefly outline yuille and cutshall’s experiment

A
  • Real life crime experiment
  • 13 out of 1 witnesses agreed to participate
  • Interviewed 4-5 months after crime
  • Results compared to police interviews immediately after the incident
  • Those most stressed had the best recall
43
Q

What is weapon focus

A

Where people focus on the weapon only because it’s a source of danger and anxiety

45
Q

Evaluation of anxiety

A
  1. LIMITATION: pickel - used scissors, handgun, chicken and a wallet. EWT accuracy lowest with chicken as it is unusual. Accuracy depends on unusualness not danger
  2. LIMITATION: field = lacks external validity (post event discussions can effect people’s EWT)
  3. LIMITATION: ethical issue creating anxiety
  4. LIMITATION: yuille and cutshall - real life crime witnesses interviewed 5 months after the incident and recall was as accurate as straight after the event
46
Q

What are the four techniques used in a cognitive interview

A

Reverse order, reinstate the context, change perspective, report everything

47
Q

How does reverse order improve EWT

A

Reduces false information

48
Q

How does report everything improve EWT

A

Adds detail

49
Q

How does reinstate the context improve EWT

A

Adds cues to help witness recall information

50
Q

How does change perspective improve EWT

A

Adds detail

51
Q

Evaluation of cognitive interview

A
  1. STRENGTH: Milne and bull - report everything and reinstate the context most important techniques
  2. STRENGTH: konken meta analysis - 81% of witnesses provide correct information
  3. LIMITATION: time consuming & need to be trained
  4. LIMITATION: konken meta analysis - 61% of witnesses recalled incorrect information so police have to be cautious with all information

Psychology (12 decks)

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