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psychology revision > Need To Know Memory > Flashcards

Need To Know Memory Flashcards

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1
Q

Long term memory

A

Memory used for events that happened in the past.

  • Lasts anywhere from 2 mins to 100 yrs
  • Potentially unlimited duration and capacity
  • Coded semantically
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2
Q

Working memory model

A
  • explanation of memory used when working on task
  • Each store is qualitatively different
  • model suggests 1 store for visual processing sound
  • formed basis of wmm where ‘slave systems’ are organised by central executive
  • Replaced idea of unitary store
  • suggests system involving active processing and short term storage of info
  • Key features:
  • central executive
  • phonological loop (two components phonological store,articulatory control process)
  • visuo spatial sketch pad
  • episode buffer
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3
Q

Phonological store

A

-Holds words heard like an inner ear

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4
Q

Phonological loop

A
  • Codes speech sounds in working memory

- typically involving maintenance rehearsal which is repeating words over and over again

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5
Q

The central executive

A
  • Processes info from all sensory routes

- process is attention like having limited capacity

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6
Q

Visuo spatial sketch pad

A
  • Codes visual info in terms of separate objects

- arrangement of these objects in one visual field

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7
Q

Evidence for phonological loop and articulatory process

A
  • Phonological loop explains why the word length effect occurs
  • fact that people cope better with short words than long words in working memory
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8
Q

Sensory register

A
  • Info at senses
  • collected from ears, eyes, nose, fingers
  • we’re only able to hold accurate images of sensory info momentarily
  • but capacity of sensory memory is very large
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9
Q

Central executive

A

-Monitors and coordinates all other mental functions in working memory

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10
Q

Episodic buffer

A
  • Receives input from many sources
  • temporarily stores this info
  • then intergrates it in order to construct a mental episode of what’s being experienced
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11
Q

Capacity

A
  • measure of how much can be held in memory

- represented in terms of bits of info like numbers of digits

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12
Q

Coding

A
  • way info is changed so it can be stored in memory
  • Info enters brain via senses
  • then stored in vicarious forms like:
  • visual codes
  • acoustic codes
  • semantic codes.
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13
Q

Duration

A

-measure of how long a memory lasts before it’s no longer available

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14
Q

Multi store model

A
  • explanation of memory based on 3 separate memory stores

- how info is transferred between these stores

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15
Q

Interference

A
  • where one memory disturbs ability to recall another
  • might result in forgetting or distorting one or the other or both
  • more likely to happen if memories are similar
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16
Q

2 types of dependent forgetting

A
  • Context: external environmental cues aka ‘context dependent forgetting’
  • state: internal cues aka ‘state dependent forgetting’
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17
Q

2 types of interference

A
  • Proactive: previously learnt info interferes with new info you’re trying to store
  • pro= ( old affects new)
  • Retrooactive: new memory interferes with older ones
  • retro= ( new affects old)
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18
Q

Ewt eyewitness testimony

A

-evidence provided in court by person who witnessed a crime with a view to identifying perpetrator

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19
Q

Leading questions

A
  • contains misleading pieces of info of wording

- usually closed questions

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20
Q

The two explanations as to why leading questions affect ewt

A
  • response bias explanation:
  • suggests wording of question has no real effect on participants memories but just influences how they decide to answer
  • substitution explanation:
  • wording of leading question actually changes participants memory
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21
Q

Misleading info post event discussion

A
  • when co witnesses to a crime discuss it with each other their ewt may become contaminated
  • because they combine (mis) info from other witnesses with their own memories aka post event discussion
  • can also create entirely new false memories
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22
Q

Post event discussion evidence gabbert

A
  • participants in pairs watched video of crime filmed from different angles
  • each participant could see bits the other couldn’t
  • participants then discussed what they’d seen
  • found 71% of participants gave info they hadn’t seen but picked up by discussion
23
Q

Ewt anxiety negative effects

A
  • anxiety creates physiological arousal in body which prevents us paying attention to important cues, so recall is worse
  • one approach was to look at effects of weapons on accuracy of recall
24
Q

Ewt anxiety positive effects on recall

A
  • stress of witnessing a crime or accident creates anxiety through physiological arousal within body
  • flight or fight response is triggered which increases our alertness and improves our memory for event
  • because we become more aware of cues in situation
25
Q

Research ewt
Deffenbacher et al
Christianson and hubinette

A
  • deffenbacher et al meta analysis
  • found high levels of stress impacted on accuracy of ewt
  • Christianson and hubinette questioned real victims of a bank robbery
  • found those who’d actually been threatened were more accurate in recall compared to those who were on lookers
  • continued to be true 15mths later
26
Q

The weapon focus effect

A
  • where in violent crimes arousal may focus witness on more central details of attack eg weapon
  • rather than more peripheral details
  • eg what else was going on and what perpetrator looked like
27
Q

Ewt and anxiety evaluation
Lab
Field

A
  • research is inconclusive with a split between lab stating anxiety is detrimental to memory recall
  • natural phenomena research would suggest anxiety aides memory recall
  • weapons effect-criticised as this may test surprise rather than anxiety
  • field studies sometimes lack control.
  • researchers using real life witness interviews someone after event means there may be some extraneous variables
  • researcher has no control eg media coverage of an incident or being interviewed or post event discussion
28
Q

Ewt and anxiety evaluation ethical issues

A
  • creating anxiety is risky as recalling traumas can cause psychological harm
  • real life studies are beneficial as they’re more valid than lab experiment
  • inverted v is too simplistic
  • Anxiety is difficult to define and measure accurately
  • contains many elements like:
  • cognitive
  • behavioural
  • emotional
  • physical
  • theory assumes there’s only one linked to poor performance
  • physiological arousal
29
Q

The cognitive interview

A
  • police technique for interviewing witnesses to a crime

- encourages them to recreate original context in order to increase accessibility of stored info

30
Q

Fisher and geiselman cognitive interview research

A
  • reviewed memory literature

- people remember things better if they’re provided with retrieval cues

31
Q

Techniques devised for cognitive interview

A
  • report everything
  • reinstatement of context
  • change order
  • change perspective
32
Q

Cognitive interview individual differences evaluation mella and fisher 1996

A
  • cognitive and normal interview techniques tested on older adults 72 and younger adults 22 memory
  • cognitive interview was better for both but more significantly an advantage for elderly
  • different police forces use different aspects of cognitive interview technique
  • difficult to evaluate its effectiveness fully
  • technique takes more time than is often available
  • techniques that limit ewt to minimum are often preferred
  • demands are placed on interviewer to ‘probe’ effectively
  • quantity and quality of cognitive interview training is an issue
33
Q

Short term memory

A
  • used for immediate events
  • stms are measured in seconds and mins
  • short duration
  • disappear unless rehearsed
  • limited capacity of about 4 items or chunks
  • coded acoustically
  • referred to as working memory
34
Q

The encoding specificity principle

Endel tulving

A

-discovered if a cue is to help us recall info it needs to be present at encoding and at retrieval

‘’ the greater the similarity between the encoding event and the retrieval event; the greater the likelihood of recalling the original memory ‘’

35
Q

Factors affecting ewt misleading info loftus and Palmer

A
  • loftus and Palmer showed video clips of car crashes
  • asked leading question ‘’ how fast were the cars going when they ——— ‘’.
  • Higher speed estimates for smashed then connected
  • more likely to falsely remember broken glass with smashed
36
Q

Factors affecting ewt misleading info loftus and Palmer evaluation list

A

+ practical applications

  • /+ mostly lab experiments
  • lacks mundane realism
37
Q

Factors effecting ewt misleading info
Loftus
Yuille and cutshall
Loftus and Zanni

A
  • loftus- showed pictures of man stealing a red wallet
  • researcher questioned witnesses and called wallet brown
  • 98% of participants still correctly called wallet red
  • werent affected by lqs after event
  • yuille and cutshall - interviewed 13 people after witnessing armed robbery
  • interview included 2 leading questions.
  • Witnesses weren’t influenced by questions and account remained similar to original statement
  • loftus and zanni showed if people were asked ‘’ did you see a broken headlight ‘’
  • 7% reported seeing one
  • if asked ‘’ did you see the broken headlight ‘’
  • 17% reported seeing one
  • none in the clip they saw
38
Q

Evaluation of retrieval failure
Problems
Real world applications

A
  • Problems with encoding specificity principle
  • not testable, leads to form of circular responding
  • baddeley- if cue leads to retrieval of a memory then it must have been encoded at time of learning
  • If it doesn’t lead to retrieval of a memory then according to esp cue wasn’t present at time of learning
  • research = real world applications smith showed just thinking of room where you did original learning (mental reinstatement) was as effective as actually being in same room at time of retrieval
  • Retrieval cues also work in cognitive interviews
39
Q

Retrieval failure tulving

A
  • reason we forget is due to insufficient cues
  • when we encode a memory we also store info that occurred around it (cues) like way we felt or place we were in
  • can’t remember or recall could be because we aren’t in similar situation to when memory was originally stored
  • if cues aren’t present when we come to recall then we find it difficult to retrieve memory
  • not necessarily because we’ve forgotten but we don’t have cues to help us access memory
40
Q

Cues definition

A
  • a trigger of info that allows us to access a memory

- eg external (environmental context) or internal (mood)

41
Q

Retrieval failure definition

A

-explanation of forgetting based on idea that we don’t have necessary cues to access memory

42
Q

Theories of forgetting- interference theory

A

-sees info in long term memory being disrupted by other info during coding

43
Q

List 2 forms of interference

A
  • proactive

- retroactive

44
Q

Explain retroactive and proactive interference

A
  • proactive- info stored previously interferes with an attempt to recall something new
  • pro means forward so old affects new
  • retroactive - coding new memory disrupts old info stored previously.
  • Retro means past so new affects old
45
Q

Interference theory evaluation McGeoch and McDonald

List of +/-

A
  • gave participants lists of words to learn
  • learned list A then had a break and learned list B
  • If list B was similar words to list A then they had poorer recall than if they were different

A03:
+ highly reliable finding

  • low in ecological validity and mundane realism
46
Q

Interference theory evaluation baddeley and hitch

List of +/-

A
  • got participants who had played a number of rugby games to remember as many of the teams they had played against they could.
  • found forgetting was due to number of games played (so interference of memory had occurred) rather than amount of time passes between games

+ more real life

47
Q

Types of long term memory list

A
  • episodic
  • semantic
  • procedural
48
Q

Types of long term memory

Episodic

A
  • concerned with personal experience
  • individuals unique memory of specific event or events in which they were involved
  • 3 elements :
  • details of event
  • context
  • emotions felt at time eg childhood memories or a traumatic event
49
Q

Types of long term memory

Semantic

A
  • memories related to knowledge about worlds
  • shared by everyone instead of being personal experience
  • semantic memories related to things like function of objects or what behaviour is appropriate in particular situation may also be related to abstract concepts like maths
50
Q

Types of long term memory

Procedural

A
  • concerned with skills like knowing how to tie a shoelace or how to carry out maths calculation
  • remembering how to do something rather than knowing what to do
  • typically acquired through repetition and practice
  • less aware of these memories as they’ve become automatic
51
Q

long term memory evaluation brain scans

A
  • distinction between these types of LTM is supported by brain scans
  • different areas of brain appear to be active when using different types of LTM
  • Episodic memory associated with hippocampus and temporal lobe
  • semantic memory associated with temporal lobe
  • procedural memory associated with cerebellum
  • suggests these types of ltm are separate and are found in different areas of brain
52
Q

long term memory evaluation

Distinguishing procedural and declarative memories

A
  • evidence from case studies offer further support for different types of LTM
  • case patient HM highlights distinction between procedural and episodic/ semantic memories.
  • After surgery HM could still form new procedural memories but was unable to form episodic/ semantic memories
  • supports distinction between procedural and episodic/semantic memories, highlighting existence of multiple types of ltm
53
Q

long term memory evaluation

Problems with evidence from patients with brain damage

A
  • criticism of research is reliance on patients with brain damage
  • difficult to conclude from patients like HM exact parts of brain that are affected until after patient has died
  • damage to particular area of brain doesn’t mean this area is responsible for particular behaviour.
  • means we can’t establish causal relationship between particular brain region and type of LTM
54
Q

long term memory evaluation

There may be a fourth type of LTM

A
  • research has shown implicit memories also influence response a person makes
  • priming refers to influence of implicit memories on our responses
  • Priming is controlled by brain system separate from temporal system
  • supports explicit memories
  • suggests original theory of LTM is too simplistic and other types of LTM may exist

psychology revision (21 decks)

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