Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

psychology > mocks fml > Flashcards

mocks fml Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

encoding

A

processing information into a retainable format

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

storage

A

retaining information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

retrieval

A

recalling information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Baddeleys (1966) aim

A

To investigate whether there is a difference encoding STM and LTM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Baddeley’s (1966) participants

A

72 participants, 15-20 in each group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Baddeleys (1966) procedure

A

Participants were split into 4 groups: similiar & dissimilar semantic and similar & dissimilar acoustic. And were asked to recall the words after reading them on a list.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Baddeley’s (1966) findings

A

accoustic encoded better than semantic encoding, however semantic encoding was remembered for longer. Similiar was recalled better than dissimilar.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Baddeley’s (1966) conclusion

A

acoustic encoding is STM and semantic is LTM.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Tulvings theory

A

Tulving proposed that there were 3 types of LTM: semantic, procedural and episodic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Procedural memory

A

memory of skills (e.g. riding a bike) - unconscious

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Semantic memory

A

memory of general knowledge (e.g. spelling) - conscious

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Episodic memory

A

memory of events (e.g. first day of school) - conscious

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Tulvings advantages

A

lots of credibility
- Clive Wearing, a man who had severe amnesia, had lost episodic memory but still had semantic memory
- Baddeley’s study; supports the existance of semantic memory. And associated semantic memory with LTM storage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Tulvings disadvantages

A
  • episodic memory and semantic memory are linked. E.g. if you remembered that your partner was unfaithful (episodic memory) you will probably trust them less (semantic memory)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

MSM

A

linear model of memory implying that our memories are made up of three seperate stores: sensory memory, short term memory, long term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Sensory memory (MSM)

A

Always recieves information but most of it receives no attention and is decayed. Putting attention on the data causes it to be transferred to STM.
DURATION: 1/4 to 1/2 sec
CAPACITY: all sensory experience
CODING: sense specific/environmental stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Short term memory (MSM)

A

Mainly encodes information acoustically. Maintenance rehearsal involves physically or mentally repeating information to extend 30 seconds. If maintenance rehearsal is not done, then information is decayed.
DURATION: 15-30 seconds
CAPACITY: 7+_ chunks
ENCODING: mainly auditory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Long term memory (MSM)

A

Encodes information mainly semantically. Information can be recalled to STM when needed. Elaborative rehearsal involves linking new information with information already stored there and is required to turn STM to LTM.
DURATION: minutes -> lifetime
CAPACITY: Unlimited
ENCODING: mainly semantically

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

MSM SCOUT

A

Supporting evidence: Baddeleys study
Too simples: memory is far more complex than the MSM proposed
-> Tulvings theory
Useful: gives us good understanding of the structure and process of STM - allows researchers to expand on this model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Murdocks study aim

A

To see if the position of a word in a list had any effect on the likelihood of it being remembered better

21
Q

Primacy effect (murdock)

A

the tendency for people to remember the first firve words or so from the beginning of a list

22
Q

Recency effect (Murdock)

A

the tendency for people to remember the last five words or so from the ending of a lost

23
Q

Murdocks procedure

A

asked participants to learn a lsit of words that varied in length from 10 - 40 words and free recall them. each word was presented for one or two seconds.

24
Q

Murdocks results

A

the probability of recalling any word depended on its position in the list (its serial position). Words presented either early in the list or at the end were often recalled more , but the ones in the middle were more often forgetten. Known as the serial postiion effect

25
Q

Murdocks advantages

A

Standardised procedure: research can be easily replicated and assessed to measure its reability.
Beneficial: provided evidence for the different stores of memory (MSM)
Lab experiment: High level of control and can prevent extraneous variables from afffecting the studys validity

26
Q

Murdocks dissadvantages

A

Lab experiment: lacking mundane realism, cannot be applied to a real-life setting
Non representative sample: used psychology students as participants and they could’ve guessed the studys aim and act accordingly

27
Q

Serial reproduction

A

A task where a piece of information is passed from one participant to the next in a chain or series

28
Q

Bartlett’s aim

A

to investigate how memory is reconstructed when people are asked to recall something repeatedly over a period of weeks and months

29
Q

Bartlett’s Method

A

serial reproduction with 20 english participants from college, They were told a story and asked to recall it over a period of time; sometimes 15 minutes after, sometimes half a year later.

30
Q

Bartlett’s results

A

participants remembered different parts of the story and interpreted the story within their own frames of reference
- the story was shortened mainly by omissions
- phrases were changes to fit the participants own culture, e.g. boats instead of canoes
- the recalled version soon became fixed with slight variations each time

31
Q

Bartletts conclusion

A

reconstructed version is simpler to remember and becomes our memory of the event

32
Q

Bartlett’s disadvantages

A

Lack control - not standardised
Bias - Bartlett’s own beliefs have likely effected the way he interpreted his data
Unusual story - doesn’t reflect everyday memory processes

33
Q

Schema

A

idea of how things look like

34
Q

Proactive interference

A

unable to recall new information due to old memories interfering with new memories

35
Q

Retroactive interference

A

unable to recall old information due to the learning of a new task

36
Q

Godden and Baddeley’s aim

A

To see how context effected memory

37
Q

G and B method

A

18 participants froma diving club
listen to 36 unrelated words, on the beach and under 10 feet of water
tested for 4 minutes to see how many words they recalled

38
Q

G and B findings

A

when in the environment and recalling words based on the enviroment the recall was more accurate

39
Q

G and B conclusion

A

the context effects the memory

40
Q

Brewer and treyens study

A

tendency to recall things with schema
- reconstructive memory
- linked to expectation

41
Q

Brewer and treyens evaluation

A

Supporting studies: bartlett
Testability: many wats
usefulness: very useful, espiecally in victim reports

42
Q

False memory

A

a memory for something that never happened

43
Q

Loftus and Pickrells aim

A

to see if false memories could be induced through suggestionst to test the existence of repressed and false memories

44
Q

Loftus and Pickrells Method

A

24 participants were given 4 short stories given by their relative; three were true and one was false.
–> false story: lost in a shopping mall and being recued by an elderly woman with added additions to make it more personalised/realistic
each participant had to write down what they remembered from each event
a week or two later the participants had to recall what they remembered from these stories
each participant was interviewed a 2nd time and were debriefed and had to tell out the false one

45
Q

Loftus and Pickrells findings

A

72 true episodes to be remembered and participants remmebered 68% of them
- 6 participants recalled the false story either fully or partially
- 1 thought she recalled the false but changed her mind
- the rest had no memory of the event
- 19/24 participants correctly chose the false one as false

46
Q

Loftus and Pickrells conclusion

A

the mere act of imagining an event has the potential of creating and implanting a false memory in a person
- shows reduced accuracy in memory

47
Q

Gibson theory

A

direct theory of perception: that we could percieve merely by using the information through our senses.
- innate/nature
- bottom - up: taking basic information from our eyes and producing higher mental prcocesses of perception.

48
Q

Gregorys theory

A

constructivist theory of perception: past knowledge and experince is the most important thing in perception and making sense in things around us
- learnt/nuture
- top-down processing - taking higher mental processes and show how they shape the way we interpret the info the eyes recieve

49
Q

Evaluation on gregorys theory

A

S: explains visual illusions and why can we interpret things wrongly (as our perception is based on reasonable inferences on the world around us
S: explains why different cultures can percieve things differently (like tribes in africa may prefer the flat elephant over the 2D one, since they weren’t exposed to cartoons)
W: Doesn’t explain how perception came about in the first place, it is evident that babies do percieve things from the womb (babies prefering images of faces rather than plain objects), even though they haven’t actyally learnt anything yet.
W: The visual illusion strength may not be accurate as visual illusions are designed to fool the brain wiht 2D images, so his theory may not tell us how perception works in real lfie.

psychology (18 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions