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Psychology IB > Models of Memory - ERQ > Flashcards

Models of Memory - ERQ Flashcards

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1
Q

What is the name of the study on HM?

A

Milner

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2
Q

When was the Milner study?

A

1966

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3
Q

What issue did HM have?

A

Anterograde amnesia

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4
Q

What is anterograde amnesia?

A

Not being able to recognise faces

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5
Q

What did Milner do to HM?

A

Test his intelligence
Observed his behaviour
Interviewed his family
Cognitive tests (memory recalling and learning tasks)

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6
Q

What could HM not do?

A

Acquire new episodic knowledge
(memory of events)
Aquire new semantic knowledge
(general knowledge about the world)

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7
Q

What does HM’s inabilities suggest on his operation?

A

The brain structures that were removed from his brain are important for long-term explicit memory

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8
Q

What was HM able to remember and do? What did it show?

A

Remember his house and be able draw a picture of the floor plan on his new home.

This indicates the he is able to form a cognitive map of the spatial layout of his house.

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9
Q

As HM could carry a normal conversation, what can we conclude? Why?

A

HM had a capacity for working memory.

As this requires a minimal level of retention of what has been heard and said.

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10
Q

What were the results of the memory recalling tests?

A

HM could remember 3 digit numbers 15 minutes later using rehearsal.

But after that, HM could not remember the event or number.

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11
Q

How were HM’s motor skills?

A

They were well maintained. He remembered how to mow a lawn.

He could also learn new ones such as reverse mirror-drawing.

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12
Q

Why is the hippocampus important in transferring short term memory to long term memory?

A

It contains the neurotransmitter acetylcholine which is important in learning and forming explicit memories.

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13
Q

What were the findings of Milner’s study?

A

Hippocampus is important in converting memories of experiences from short to long term memory.

Short term memory not stored in hippocampus

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14
Q

Evaluation for Milner (1966)

A

As it was a case study, it was longitudinal (over 50 years) and therefore changes could be observed over time.

Highly ethical

High ecological validity HM observed in natural environment.

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15
Q

Evaluation against Milner (1966)

A

Cannot be easily replicated

Retrospective study as not a lot of data on HM before the accident

Medication might have had some damage

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16
Q

What part of the MSM is zoomed in WMM?

A

Short term memory

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17
Q

How many components in the working memory model?

A

4

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18
Q

What are the names of the 4 components in the WMM?

A

Visuospatial sketchpad

The phonological loop

The central executive

The episodic buffer

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19
Q

What are the 2 slave systems?

A

The visuospatial sketchpad

The phonological loop

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20
Q

What does the visuospatial sketchpad do?

A

To hold visual and spatial information

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21
Q

What does the phonological loop do?

A

To hold auditory information

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22
Q

What are the two parts of the phonological loop?

A

The inner ear

Articulatory rehearsal component (the inner voice)

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23
Q

What does the inner ear do?

A

Holds sound in a passive manner

24
Q

What does the articulatory rehearsal component do?

A

Turns visual speech into sounds

Eg: sub vocally pronouncing words when reading

25
Q

What does the central executive do?

A

Responsible in allocating resources between the slave systems.

26
Q

What does the episodic buffer do?

A

Integrates information from the slave systems and links it to the LTM.

27
Q

Which researchers formulated the WMM and when?

A

Baddeley and Hitch (1974)

28
Q

Why was the WMM proposed?

A

To replace the STM in MSM as it explains both active processing and temporary storage of information.

29
Q

What is the problem with the WMM?

A

The most important component, the central executive is the one we know least about.

30
Q

When was the Peterson and Peterson study?

A

1959

31
Q

What was the aim of the Peterson and Peterson study?

A

To investigate the duration of short term memory.

32
Q

What was the hypothesis of the study Peterson and Peterson (1959)?

A

Information which is not rehearsed is lost quickly from short term memory.

33
Q

What did participants need to recall in Peterson and Peterson (1959) study?

A

Trigrams (meaningless 3 consonant syllables eg: TGH, CLS)

34
Q

How to remember the study Peterson and Peterson (1959).

A

PTR & PTR (trigrams)

35
Q

What was the range of time the intervals had to be told in Peterson and Peterson (1959) study?

A

3-18 seconds

36
Q

How were the participants prevented from rehearsing in Peterson and Peterson (1959) study?

A

Count backwards in 3s or 4s from a random number backwards

37
Q

What was the overall results from Peterson and Peterson (1959) study?

A

There was a rapid increase in forgetting as the time delay increased.

38
Q

How many participants recalled after 3 seconds in Peterson and Peterson (1959) study?

A

80%

39
Q

How many participants recalled after 6 seconds in Peterson and Peterson (1959) study?

A

50%

40
Q

How many participants recalled after 18 seconds in Peterson and Peterson (1959) study?

A

10%

41
Q

What was the conclusion of the Peterson and Peterson (1959) study?

A

Short term memory has a limited duration when not rehearsed

STM is different to LTM in terms of duration. Needs rehearsal to transfer to LTM. Which supports MSM.

42
Q

Evaluation against Peterson and Peterson (1959) study.

A

Low ecological validity as it lacks realism as they use artificial stimuli (trigrams are not used in real life)

They only considered STM duration for one type of stimuli and not others (eg: pictures)

43
Q

Evaluation for WMM

A

Explains why we can multi task on some occasions and not others

44
Q

Evaluation against WMM

A

Not sure on how the different components interact with each other

Difficult to explain episodic buffer

Very little known on long term memory and how memories can be lost in long term memory

45
Q

What was the aim of Landry & Bartling’s study?

A

Investigate the effects of “multi-tasking” when both tasks utilise the same working memory system

46
Q

What were the two groups in the Landry & Bartling study?

A

The multi tasking group

The single task group

47
Q

What did all participants have to do in the Landry & Bartling study?

A

They were given 10 letter strings with 7 letters and had to memorise them and write them down.

48
Q

What did the multi tasking group do in extra in the Landry & Bartling study?

A

They had to repeat the number 1 and 2 while memorising the strings of letters.

49
Q

What were the findings of Landry & Bartling study?

A

The participants in the “multi-tasking” group performed significantly worse

50
Q

What was the accuracy of the multi tasking group in Landry & Bartling study?

A

45%

51
Q

What was the accuracy of the single task group in Landry & Bartling study?

A

76%

52
Q

What are the conclusions of Landry & Bartling study?

A

Repeating 1 and 2 made it more difficult to mentally rehearse the string of letters

It suggests that multi-tasking leads to impaired working memory, especially when both tasks utilise the same working memory system

53
Q

Evaluation for Landry & Bartling study

A

Well controlled lab experiment, showing a clear causal relationship between the independent variable and the dependent variable

Supports the predictions of the WMM. Especially that memory systems have limited capacity

54
Q

Evaluation against Landry & Bartling study

A

Low ecological validity as memorising random strings of letters is not done in real life

55
Q

What are the differences between MSM and WMM?

A

MSM is a complete theory of memory

MSM focuses on different aspects of each store (capacity, encoding and duration)

WMM also describes the thinking and problem solving

Psychology IB (61 decks)

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