Memory Studies Flashcards
1
Q
Conrad Aim
A
STM coding
2
Q
Conrad Setting
A
Lab
3
Q
Conrad Procedure
A
Acoustically similar and dissimilar lists of letters
Told to learn letter sequences e.g. PCTVDB
Acoustic confusion task
4
Q
Conrad Findings
A
Most people made more mistakes on acoustically similar letters
5
Q
Conrad Conclusion
A
STM codes acoustically
6
Q
Conrad Evaluation
A
Artificial task, decreases ecological validity
7
Q
Conrad Evaluation- research support
A
Baddeley- increases reliability
8
Q
Baddeley STM Aim
A
Effects of acoustic and semantic encoding in stm
9
Q
Baddeley STM Setting
A
Lab
10
Q
Baddeley STM Procedure
A
4 groups
List of 5 words: acoustically similar/ dissimilar, semantically similar/ dissimilar
Asked to recall in correct order
Repeated x4
11
Q
Baddeley STM Findings
A
Acoustically similar = 55% accuracy, dissimilar = 75% accuracy
Semantics only a slight difference
12
Q
Baddeley STM Conclusion
A
Support Conrad- STM is acoustically coded
13
Q
Baddeley STM Evaluation
A
Artificial task, decreases ecological validity
Cannot explain how pictures or facts are learnt- decreases internal validity
14
Q
Baddeley STM Evaluation- research support
A
Supported by Conrad- increases reliability
15
Q
Baddeley LTM Aim
A
Effects of acoustic and semantic coding in LTM
16
Q
Baddeley LTM Setting
A
Lab
17
Q
Baddeley LTM Procedure
A
Same as STM but 10 words and interval of 20 mins where they did a different task
18
Q
Baddeley LTM Findings
A
Recall worse for semantically similar= 55%, dissimilar= 85% accuracy, same for acoustic
19
Q
Baddeley LTM Conclusion
A
LTM primarily coded semantically
20
Q
Baddeley LTM Evaluation
A
Artificial task, decreases ecological validity
Cannot explain how pictures or facts are learnt- decreases internal validity
21
Q
Jacobs Aim
A
STM capacity
22
Q
Jacobs Setting
A
Lab
23
Q
Jacobs Procedure
A
Serial digit span test
Recall in order
Fail on 50% of words (cannot recall order)- reached capacity
24
Q
Jacobs Findings
A
Mean span for digits was 9.3 items, letters was 7.3
25
Jacobs Conclusion
STM capacity limited to 7-9 items
26
Jacobs Evalution
Artificial task, decreases ecological validity
| Easy to replicate, increases reliability
27
Standing Aim
Capacity of LTM
28
Standing Setting
Lab
29
Standing Procedure
Presented with 2,560 pictures over a number of days
Shown for 10 seconds each
Tested by showing old one and new one- which one had they seen before?
30
Standing Findings
90% recognised if there was a new picture that wasn’t originally shown
31
Standing Conclusion
Almost unlimited capacity of LTM
32
Standing Evaluation
Artificial task, decreases ecological validity
33
Peterson and Peterson Aim
Duration of STM
34
Peterson and Peterson Setting
Lab
35
Peterson and Peterson Procedure
Isolated STM
Trigram e.g. wct
No rehearsal- given a 3 digit number and asked to count down from it
On each trial given increasingly longer amount of time to count
Recall trigram after
36
Peterson and Peterson Findings
76% correct at 3 secs, 10% at 18 secs
| 90% recall at 3 secs
37
Peterson and Peterson Conclusion
STM has a short duration unless rehearsed, sensitive to interference
38
Peterson and Peterson Evaluation
Artificial task, decreases ecological validity
Standardised, increases internal validity
Alternative explanation, displacement, decreases internal validity
39
Bahrick Aim
Duration of LTM
40
Bahrick Setting and Sample
Lab, 392 graduates who all went to same high school in America, span of 50 years
41
Bahrick Procedure
Shown photos from yearbook
Recognition group: list of names to match photos to
Recall group: name without cue
42
Bahrick Findings
Recognition 15 years- 90%
Recognition 48 years- 60%
Recall 15 years- 60%
Recall 48 years- 30%
43
Bahrick Conclusion
LTM lifetime duration, better in recognition tests
44
Bahrick Evaluation
Meaningful stimulus, increases external validity
May have looked at yearbook- confounding variables- decreases internal validity
Worse memory with old ages?- internal validity
45
Clive Wearing
```
Viral infection damaged brain and hippocampus
Severe amnesia
Can’t transfer from stm to ltm
Still understands world
Shows separate memory store
```
46
HM
Hippocampus removed to prevent epilepsy
Severe memory loss
Unable to learn new memories, still knew old memories
47
CW Evaluation
Not sure of exact damage, decreases internal validity
48
HM Evaluation
Know exact damage- increases internal validity
| Can’t repeat, decreases reliability
49
Tulving Aim
Different types of LTM
50
Tulving Setting
Lab
51
Tulving Procedure
Perform various memory tasks while brains were scanned- PET scanner
52
Tulving Findings
Episodic and procedural from prefrontal cortex- left= semantic. Right= episodic
53
Tulving Conclusion
Supports view that there are different types of LTM
54
Tulving Evaluation
Artificial task, decreases ecological validity
55
Tulving Evaluation- research support
HM and Clive Wearing, increases reliability
56
Atkinson and Shiffrin
Sensory Memory - Attention - STM - Rehearsal - LTM - Retrieval - STM - Recall
57
Atkinson and Shiffrin Evaluation- research support
Capacity of LTM- Wagenaar/Standing, increases reliability
58
Atkinson and Shiffrin Evaluation- research conflict
Unitary LTM store- Tulivng, decreases reliability
59
Atkinson and Shiffrin Evaluation
Most research to support uses artificial tasks, decreases ecological validity
60
Baddeley and Hitch
```
STM model
Central executive
Episodic buffer
Visuospatial sketchpad
Phonological loop
Task duality
```
61
Baddeley and Hitch Evaluation- research support
Different systems-Shallice and Warrington 1970: patient KF had brain damage, poor STM ability but good visual, increases reliability
62
Baddeley and Hitch Evaluation- research support
Braver 1998: tasks for central executive whilst having brain scan, activity increased, increases reliability
63
Baddeley and Hitch Evaluation- research support
Baddeley 1975: visuo-spatial sketch-pad, track light and class angles in letter F at same time, increases reliability
64
Baddeley and Hitch Evaluation
Little known about central executive- unfalsifiable, decreases internal validity
Doesn't mention smell or taste, decreases internal validity
Artificial tasks supporting, decreases ecological validity
65
Henk Schmidt Aim
Assess influence of retroactive interference on memory
66
Henk Schmidt Setting and Sample
Lab, 211 participants ranging from 11 to 79 years
67
Henk Schmidt Procedure
700 names randomly selected from database of school student at Dutch elementary school
Given map of Molenberg where they went to school, road names replaced with numbers
Questionnaire collected other details e.g. how many times they have moved house
Amount of retroactive influence assessed by how many times moved house
68
Henk Schmidt Findings
Positive association between number times moved and accuracy of names
69
Henk Schmidt Conclusion
Supports retroactive interference as explanation of forgetting
70
McGeoch and McDonald Aim
Test whether interference was worse when memories were similar
71
McGeoch and McDonald Setting
Lab
72
McGeoch and McDonald Procedure
Leant 10 words until 100% recall
| Learnt new set of words and had to recall original list
73
McGeoch and McDonald Findings
Types of interference- synonyms= lowest recall
Antonyms= 2nd lowest
No relationship= highest recall
74
McGeoch and McDonald Conclusion
Interference strongest when memories are similar
75
McGeoch and McDonald Evaluation
Artificial tasks, decreases ecological validity
| Standardised, increases internal validity
76
Godden and Baddeley Aim
Prove context dependent forgetting
77
Godden and Baddeley Setting
Field
78
Godden and Baddeley Procedure
Divers learnt words underwater or on land
Recall underwater or on land
Learn on land/ recall on land, learnt underwater/ recall underwater, learn on land/ recall underwater, learn underwater/ recall on land
79
Godden and Baddeley Findings
40% lower accuracy in non-matching conditions
80
Godden and Baddeley Conclusion
Lack of external cues leads to retrieval failure
81
Carter and Cassidy Aim
Investigate state dependent forgetting
82
Carter and Cassidy Setting
Lab
83
Carter and Cassidy Procedure
Gave anti-histamine drugs- slight sedative effect
Creates different internal and psychological state
Learn lists of words/ prose and recall
Learn on drug/ recall off drug, learn off/ recall on, learn on/ recall on, learn off/ recall off
84
Carter and Cassidy Findings
Recall worse when mismatch between internal state of learning and recall
85
Carter and Cassidy Conclusion
Lack of internal cues leads to retrieval failure
86
Loftus and Palmer Aim
Do leading questions distort EWTs?
87
Loftus and Palmer Setting
Lab
88
Loftus and Palmer Procedure
Showed film of car crash
| 5 conditions- how fast were they going when the cars…? Hit/ smashed/ collided/ bumped/ contacted
89
Loftus and Palmer Findings
Smashed said 40.8mph
| Contacted said 31.8mph
90
Loftus and Palmer Conclusion
Word altered memory
91
Loftus and Palmer Variation
One week later asked if had seen broken glass (there was none)
92
Loftus and Palmer Variation Findings
Said smashed- 32% said there was glass
| Said hit- 14% said there was glass
93
Loftus and Palmer Variation Conclusion
Changing word distorts memory
94
Loftus and Palmer Variation Evaluation
Controlled setting, increases internal validity
| Artificial task, decreases ecological validity
95
Gabbert Aim
How post-event discussion affects memory
96
Gabbert Setting
Lab
97
Gabbert Procedure
Watched a video of same crime from different angles
Then discussed with other participants what they had seen
Individually completed recall test
98
Gabbert Findings
71% mistakenly recalled aspects that were brought up in discussion, but hadn’t seen in video
Control group- 0% mistakenly recalled aspects
99
Gabbert Conclusion
Memory conformity
100
Gabbert Evaluation
Controlled setting, increases internal validity
| Artificial task, decreases ecological validity
101
Johnson and Scott Aim
Investigate effect of weapons on accuracy of EWTs
102
Johnson and Scott Setting
Field
103
Johnson and Scott Procedure
Condition 1: participants in waiting room, heard argument, man walked though holding pen and had grease on his hands
Condition 2 : participants hears argument with glass smashing, man walked through with paper knife covered in blood
Asked to pick out man from a selection of 50 photos
104
Johnson and Scott Findings
49% in condition 1 were accurate
| 33% accuracy in condition 2
105
Johnson and Scott Conculsion
Anxiety has a negative effect on recall
106
Johnson and Scott Evaluation
Natural setting, decreased demand characteristics, increases internal validity
No consent / psychological harm, decreases reliability
107
Yuille and Cutshall Aim
Effect of anxiety of EWT accuracy
108
Yuille and Cutshall Setting and Sample
Natural, 21 witnesses- 13 took part
109
Yuille and Cutshall Procedure
Gun shop, Vancouver Canada
Shop owner shot a thief dead
Interview held 4-5 months after/ compared to police interviews
Rate stress using 7-point scale
110
Yuille and Cutshall Findings
Very accurate, most accurate in high stress- 85%, 75% for low stress
111
Yuille and Cutshall Conclusion
Anxiety has a positive effect on recall
112
Yuille and Cutshall Evaluation
No demand characteristics, increases internal validity
| Ethical issues, decreases reliability
