Names Flashcards
(37 cards)
1
Q
Peterson and Peterson
A
- investigated how different short intervals containing an interference task affects the recall of items verbally and to infer the duration of STM
- 24 students had to remember 48 trigrams
- recall after counting backwards in 3s for anytime between 3 and 18 secs
- finding that recall is 80% after 3 secs, falling to 3% after 18 secs
- suggesting that STM has a duration of 18-30 secs without rehearsal
2
Q
Loftus and Palmer
A
Experiment 1:
- 45 USA ppts divided into 5 groups of 9
- watched clips of car crash and answered questions on the speed
- 5 groups were given different verbs (including smashed, collided, bumped, hit and contacted)
- Found that the verbs influenced the speed they gave afterwards
- Smashed reported average speed of 40.5 mph and contacted was 31.8 mph
- Shows accuracy of EWT is affected by leading questions
Experiment 2:
- investigated how leading questions can affect EWT, using a different 150 Americans who were split into 3 groups
- where they were given a questionnaire to complete after watching a 1 min video of a crash
- 1 week later they were asked questions
- 32% of people who were questioned with the word smashed were more likely to see broken glass even when there wasn’t any
- memory distorted
3
Q
Jacobs
A
- He found that recall increased with age
- Conducted a digit span where ppts had to repeat digits back (finding 9 numbers and 7 letters on average), which shows STM capacity
4
Q
HM
A
- Suffered amnesia
- He had a normal semantic but impaired episodic
- as he knew what a dog was but couldn’t remember owning one
- Support separation of LTM
5
Q
Baddeley (1)
A
(coding)
- ppts were given 1 of 4 lists to remember of either acoustically similar, dissimilar or sematically similar and dissimilar
- found acoustically similar words were harder to recall immediately
- semantically were harder after 20 mins
- shows that acoustic confusion occurred in STM and semantic confusion in LTM
6
Q
Baddeley (2)
A
- context effects aren’t strong enough in real life
- as its hard to find an environment as different from land as underwater
7
Q
Baddeley and Hitch (1)
A
(WMM)
- The working memory model is an explanation of how STM is organised and functions
- eg. the central executive (controls attention ) directs information to the 2 slave systems; phonological loop (verbal info) and visuo-spatial sketchpad (visual and spatial)
- The episodic buffer binds and integrates information from all of the components and passes the information to the LTM
8
Q
Baddeley and Hitch (3)
A
- Got rugby players to recall names of teams they had played earlier in the season
- getting people who had played each match and people who had not due to injury
- Finding that people who had played more recalled less
- Possibly due to retroactive interference
9
Q
Godden and Baddeley
A
- conducted a study for state-dependant forgetting
- Deep sea divers learned lists of words on land or in water and had to recall
- There were 4 conditons = land-land, land-water, water-water and water-land
- ppts took part in all 4 conditions over 4 days
- They were presented with 38 words twice, then had to recall
- Found when environmental cues didn’t match recall was 40% less accurate
- showing that when external cues at learning and recall are different retrieval failure occurs
10
Q
Bahrick et al
A
(LTM Duration)
Ppts aged between 17 and 74 took part in 2 tests, 1st- recognition test where 50 photos from ppts high school year book were shown, 2nd- free recall of graduating classes names. Found that 50 years later photo recognition is still accurate
11
Q
Atkinson and Shiffrin
A
(MSM)
- Developed the multi store model of memory
- where stimuli from the environment enters through sensory memory(unlimited capacity+limited duration), followed by rehearsal transfers to the STM and further rehearsal to LTM.
- Maintenance rehearsal keeps it in STM.
12
Q
Yuille and Cutshall
A
- Contradicted Loftus
- Investigated the effect of anxiety on real shooting where 1 died
- 13 of the original 21 witnesses interviewed by police took part
- They conducted follow up interviews 4 months after polices
- finding that all major information was accurate
- Which means that anxiety has little effect on their memory
13
Q
EVR
Esslinger and Damasio
A
- Cerebral tumour removed
- after he could reason (shows central executive works) but he couldn’t make decisions ( shows central executive wasn’t wholly intact)
14
Q
Miller
A
- STM span is about 7 items
- but can be improved by chunking similar stimuli together
15
Q
Johnson and Scott
A
-Weapon focus effect
-There was 2 conditions with both ppts in waiting room, followed by;
-condition 1- a heated discussion then a man leave with greasy hands holding a pen
-condition 2- an argument then glass break and a man leave with blood on his hands and holding a knife
-After they had to pick the man from 50 photos
49% from 1st could but 33% from 2nd could
-shows anxiety affects memory
16
Q
KF (Shallice and Warrington)
A
- Injured in motorcycle accident
- after he could remember visual images including faces but not sounds (impaired PL)
- shows 2 parts to the STM
- ALSO STM for digits when read aloud to him was poor but recall was much better when he read them himself
17
Q
Tulving et al (1)
A
- Thought there was 3 types to LTM; Episodic, Semantic and Procedural
- Episodic is personal memories= explicit, complex, time-stamped
- semantic is general knowledge= explicit, not time-stamped
- procedural is procedures like walking= implicit, automatic skills, acquired through repetition
18
Q
Tulving et al (2)
A
- Ppts performed tasks whilst wearing a PET scanner
- finding semantic memories involved the left prefrontal cortex
- episodic involved right
19
Q
McGeoch and McDonald
A
- Ppts given a list of 10 adjectives to learn (list A)
- once learnt ppts were given 1 of 6 other lists (list B) which varied in similarity to list A
- finding that recall was worse when A+B were similar
- which supports retroactive interference
20
Q
Clive Wearing
A
- Amnesia
- Could play the piano but couldn’t remember learning it
- which shows that he has an impaired episodic but functioning procedural
21
Q
Kohnken et al
A
- Found 81% increase in information
- BUT 61% increase in incorrect information for cognitive interview compared to standard interview
- which means that police need to treat all information with caution
22
Q
Deffenbacher
A
- Reviewed 21 studies of the effect of anxiety on EWT
- 10 had results that linked higher arousal levels to increased EW accuracy
23
Q
Carter and Cassiday
A
- State dependant forgetting
- They used anti-histamine drugs
- gave ppts a list to learn and later recall
- There were 4 conditions; drug-drug, drug-no drug, no drug-no drug and no-drug- drug
- They found that memory was best when the mental state matched
- when emotional cues that are present at time of learning is present at recall, recall is better
24
Q
Gabbert et al
A
- Ppts were in pairs
- had to watch a crime video- each ppt in pair with a different angle
- afterwards they discussed the clip
- Finding that 71% recalled events they hadn’t seen
- Memory conformity
25
Pickel
- Ppts watched a clip of a hair salon, with random objects (raw chicken, gun, scissors and wallet) randomly shown in the video
- They found that EW accuracy was poorer in highly unusual condition
- This shows that the weapon effect might might be due to the unusual scenario rather than anxiety.
26
Fisher et al (1)
- Introduced the idea of the cognitive interview
- consisting of the following principles;
- report everything,
- reinstate the context,
- reverse the order
- and change perspective
27
Fisher et al (2)
- Examined the effectiveness of CI in real police interviews
- He used 16 detectives, with 8 using standard techniques and 8 being trained in CI
- The interviews after were recorded
- finding the CI elicited 46% more info and over 90% was accurate
28
Cowan
reviewed capacity of STM studies and concluded that it was about 4 chunks of info
29
Craik and Watson
- Disagreed with MSM
- said that there was 2 types of rehearsal rather than 1
- maintenance and elaborative
- Maintenance keeps things in STM
- Elaborative transfers to LTM
30
Yerkes Dodson Law
- Shows the relationship between emotional arousal and performance
- in an inverted U shape, with the point of optimal anxiety from where performance declines
- However many argue that it is too simplistic for real life anxiety as it only takes into account 1 factor for anxiety
31
Kebbell and Wagstaff
- They reported a problem with CI in practice
| - Police officers say its very time consuming and requires lots of training
32
Tulving and Thompson
- They proposed the encoding specificity principle (ESP)
- which says that memory is most effective when information that is there at the time of coding is there for retrieval
- also environmental and mental cues aid recall
33
Belleville et al
- compared the performance of older people suffering with a mild cognitive impairment who received memory training with that of a control group who didn't
- ppts in experimental group performed better on test of episodic memory
34
Baddeley and Hitch (2)
- dual task studies
- require ppts to complete 2 tasks at the same time
- 1 condition- ppts required to complete 2 acoustic tasks
- 2 condition- ppts may be required to complete one acoustic based task and one visual based
- when both tasks require use of phonological loop their ability to perform the task is impaired as the tasks are competing for the same slave system
35
Darley et al
- researched the impact of marijuana on someones recollection
- individuals who put their money in a safe place were less likely to recall the location when they were no longer influenced by the drug
36
Smith
-Thinking of the room where you did the original learning was as effective as actually being in the same room a the time of retrieval
37
Zaragosa and McCloskey
-ppts do not want to let researchers down and want to appear helpful
