mocks fml Flashcards
encoding
processing information into a retainable format
storage
retaining information
retrieval
recalling information
Baddeleys (1966) aim
To investigate whether there is a difference encoding STM and LTM
Baddeley’s (1966) participants
72 participants, 15-20 in each group
Baddeleys (1966) procedure
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.
Baddeley’s (1966) findings
accoustic encoded better than semantic encoding, however semantic encoding was remembered for longer. Similiar was recalled better than dissimilar.
Baddeley’s (1966) conclusion
acoustic encoding is STM and semantic is LTM.
Tulvings theory
Tulving proposed that there were 3 types of LTM: semantic, procedural and episodic
Procedural memory
memory of skills (e.g. riding a bike) - unconscious
Semantic memory
memory of general knowledge (e.g. spelling) - conscious
Episodic memory
memory of events (e.g. first day of school) - conscious
Tulvings advantages
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
Tulvings disadvantages
- 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)
MSM
linear model of memory implying that our memories are made up of three seperate stores: sensory memory, short term memory, long term memory
Sensory memory (MSM)
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
Short term memory (MSM)
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
Long term memory (MSM)
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
MSM SCOUT
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
Murdocks study aim
To see if the position of a word in a list had any effect on the likelihood of it being remembered better
Primacy effect (murdock)
the tendency for people to remember the first firve words or so from the beginning of a list
Recency effect (Murdock)
the tendency for people to remember the last five words or so from the ending of a lost
Murdocks procedure
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.
Murdocks results
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
Murdocks advantages
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
Murdocks dissadvantages
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
Serial reproduction
A task where a piece of information is passed from one participant to the next in a chain or series
Bartlett’s aim
to investigate how memory is reconstructed when people are asked to recall something repeatedly over a period of weeks and months
Bartlett’s Method
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.
Bartlett’s results
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
Bartletts conclusion
reconstructed version is simpler to remember and becomes our memory of the event
Bartlett’s disadvantages
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
Schema
idea of how things look like
Proactive interference
unable to recall new information due to old memories interfering with new memories
Retroactive interference
unable to recall old information due to the learning of a new task
Godden and Baddeley’s aim
To see how context effected memory
G and B method
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
G and B findings
when in the environment and recalling words based on the enviroment the recall was more accurate
G and B conclusion
the context effects the memory
Brewer and treyens study
tendency to recall things with schema
- reconstructive memory
- linked to expectation
Brewer and treyens evaluation
Supporting studies: bartlett
Testability: many wats
usefulness: very useful, espiecally in victim reports
False memory
a memory for something that never happened
Loftus and Pickrells aim
to see if false memories could be induced through suggestionst to test the existence of repressed and false memories
Loftus and Pickrells Method
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
Loftus and Pickrells findings
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
Loftus and Pickrells conclusion
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
Gibson theory
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.
Gregorys theory
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
Evaluation on gregorys theory
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.
