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iGCSE Psychology > Module 2: Memory > Flashcards

Module 2: Memory Flashcards

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1
Q

What are the three stages of information processing?

A

Input (through senses), encoding (storing info in electrochemical memory trace), and output (retrieval of memory)

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2
Q

What are the three main types of encoding?

A

Acoustic encoding, visual encoding, and semantic encoding (meaning of information)

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3
Q

What are the characteristics of short-term memory?

A

Duration: 18secs, rehearsed info for minutes (may be transferred to long term)
Capacity: 7 items
Forgetting: Displacement

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4
Q

What are the characteristics of long-term memory?

A

Duration: Minutes to lifetime
Capacity: Unlimited
Forgetting: Memory decay, interference, retrieval failure

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5
Q

What are the different types of forgetting?

A
  • Displacement (capacity exceeded, new info pushes out old)
  • Memory decay (trace eroded over time)
  • Interference (trace over-written with new info)
  • Retrieval failure (memory cannot be found)
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6
Q

Define amnesia

A

Memory loss due to accident, disease or injury

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7
Q

What are the characteristics of anterograde amnesia?

A
  • Unable to form new long term memories
  • Long term memories before damage retained
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8
Q

What are the characteristics of retrograde amnesia?

A
  • Cannot recall memories before damage
  • Can be specific memory, time frame, or whole identity
  • Possible to regain memories
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9
Q

Describe Bartlett’s (1932) Theory of Reconstructive Memory

A
  • Active reconstruction: memories as notes, upon recall details filled in with schemas
  • Schemas: an expectation, influences perspective, built up over life through personal experiences
  • Recall displays FORT (familiarisation, omission, rationalisation, transformation)
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10
Q

Explain the ways Bartlett’s theory describes the reconstruction of recalled memories

A

FORT:
- Familiarisation: changing unfamiliar details to align with schema
- Omission: unfamiliar, irrelevant or unpleasant details omitted/simplified
- Rationalisation: details added to make sense of details that did not fit with a schema
- Transformations: details changed to make them more familiar/rational

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11
Q

Give strengths of Bartlett’s (1932) Theory of Reconstructive Memory

A
  • Practical applications: eye witnesses to crime given cognitive interview (designed to avoid omissions/transformations)
  • Ecologically valid (study done on real uses of memory)
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12
Q

Give weaknesses of Bartlett’s (1932) Theory of Reconstructive Memory

A
  • Findings subjective (Bartlett’s own interpretations), therefore unscientific
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13
Q

Describe Atkinson and Shiffrin’s (1968) Multi-Store Model of Memory

A
  • Sensory register: held for <1sec, put into short-term if payed attention to
  • Short-term: Stored for 15-30secs (maintained longer if rehearsed), modality-free (not linked to senses), only transferred to long-term if rehearsed
  • Long-term: held indefinitely, potentially unlimited capacity, organised semantically
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14
Q

Give evidence of Atkinson and Shiffrin’s (1968) Multi-Store Model of Memory

A

Evidence:
- Amnesia (retrograde/anterograde difference)
- Murdock’s (1962) study - found words at beginning & end of list remembered more than middle

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15
Q

Give weaknesses of Atkinson and Shiffrin’s (1968) Multi-Store Model of Memory

A
  • Overstating role of rehearsal (non-rehearsed meaningful info still recalled)
  • More than one type of long-term memory (events vs skils)
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16
Q

Give the aims of Bartlett’s (1932) War of the Ghosts study

A

Test the nature of reconstructive memory using an unfamiliar story, see if schemas influence recall

17
Q

Describe the procedure of Bartlett’s (1932) War of the Ghosts study

A
  • Participants asked to read unfamiliar ‘War of the Ghosts’ story twice
  • Serial reproduction: retell story to another participant 15-30mins after reading, other participant tells it to another and so on
  • Repeated reproduction: participant writes out story after 15mins, then asked to recall minutes, hours, days or years later
18
Q

Describe the results of Bartlett’s (1932) War of the Ghosts study

A
  • Repeated reproductions followed the same outline as first
  • Both types: participants made connections/gave reasons for events (rationalisation)
  • Unfamiliar/unpleasant parts omitted, details/words familiarised
19
Q

Give the conclusions of Bartlett’s (1932) War of the Ghosts study

A
  • Bartlett interpreted results as evidence for constructive memory
  • Details omitted/familiarised to fit in with schema
20
Q

Give strengths of Bartlett’s (1932) War of the Ghosts study

A
  • Ecological validity: story used (natural use of memory)
  • Reliable: study repeated with other stories/pictures, participants still changed details
  • Qualitative analysis used
21
Q

Give weaknesses of Bartlett’s (1932) War of the Ghosts study

A
  • Unrealistic: unfamiliar story, was illogical
  • Unscientific: qualitative analysis, bias from interpretations
  • Lacked standardised procedure
22
Q

Give the aims of Peterson and Peterson’s (1959) Short-term Retention study

A

To test the true duration of short-term memory

23
Q

Describe the procedure of Peterson and Peterson’s (1959) Short-term Retention study

A
  • Asked to say a trigram (series of three letters)
  • Immediately asked to count back in threes from a three digit number to prevent rehearsal
  • Signalled to recall trigram 3, 6, 9, 12, and 18 seconds after seeing it
24
Q

Describe the results of Peterson and Peterson’s (1959) Short-term Retention study

A
  • The longer the time delay, the less was remembered
  • 3 seconds - greater than 80% remembered
  • 18 seconds - less than 10% remembered
25
Q

Give the conclusions of Peterson and Peterson’s (1959) Short-term Retention study

A

Information held in short-term memory fades after 18 seconds

26
Q

Give strengths of Peterson and Peterson’s (1959) Short-term Retention study

A

Scientific: standardised procedure, good controls, can easily be replicated - reliable

27
Q

Give weaknesses of Peterson and Peterson’s (1959) Short-term Retention study

A

Lacks realism - nonsense trigrams not an everyday use of memory

28
Q

Describe reductionism

A
  • Theory of explaining something via its most basic parts
  • Can be more certain that one thing causes another
  • Associated with controlled conditions/scientific method
  • Can result in overly simplistic explanations and ignore other interactions of factors/causes
29
Q

Describe holism

A
  • Theory of explaining something as a whole
  • Understands that many factors/causes interact to create effects
  • Associated with qualitative analysis
  • Difficult to achieve (many variables) and is unscientific - results may only apply to an individual

iGCSE Psychology (10 decks)

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