Brainscape's Knowledge GenomeTM

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


See full index

Psychology- Memory > Names > Flashcards

Names Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

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

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

Miller

A
  • STM span is about 7 items

- but can be improved by chunking similar stimuli together

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

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

Pickel

A
  • 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
Q

Fisher et al (1)

A
  • Introduced the idea of the cognitive interview
  • consisting of the following principles;
  • report everything,
  • reinstate the context,
  • reverse the order
  • and change perspective
27
Q

Fisher et al (2)

A
  • 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
Q

Cowan

A

reviewed capacity of STM studies and concluded that it was about 4 chunks of info

29
Q

Craik and Watson

A
  • 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
Q

Yerkes Dodson Law

A
  • 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
Q

Kebbell and Wagstaff

A
  • They reported a problem with CI in practice

- Police officers say its very time consuming and requires lots of training

32
Q

Tulving and Thompson

A
  • 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
Q

Belleville et al

A
  • 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
Q

Baddeley and Hitch (2)

A
  • 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
Q

Darley et al

A
  • 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
Q

Smith

A

-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
Q

Zaragosa and McCloskey

A

-ppts do not want to let researchers down and want to appear helpful

Psychology- Memory (1 decks)

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