Brainscape's Knowledge GenomeTM

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


See full index

AQA A level Psychology > P1: Memory > Flashcards

P1: Memory Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Describe the research method conducted on coding

A

Participants were required to recall words in the correct order.
4 lists: acoustically similar, acoustically dissimilar, semantically similar, semantically dissimilar

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

Describe the conclusion found from research on coding

A

Immediate recall was worse with acoustic similar.
Recall after 20 mins was worse with semantic similar
STM is acoustic, LTM is semantic

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

Describe the research method conducted on capacity

A

A researcher reads 4 digits increasing each time, while a participant repeats back

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

Describe the conclusion found from research on capcity

A

On average participants could repeat 9.3 numbers and 7.3 letters immediately in the correct order

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

Describe the research method conducted on memory span and chunking

A

Observations were made of everyday practices, and noticed things come in sevens,e.g. 7 days of the week

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Describe the conclusion found from research conducted on memory span and chunking

A

The memory span of the STM is about 7 items(plus or minus 2), however this can be improved by chunking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Describe the research method conducted on the duration of the STM

A

24 students were given a constant syllable to remember and a 3 digit number to count backwards from for a given time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Describe the conclusion found from research conducted on the duration of the STM

A

An average of 80% of syllables were correct with a 3s interval. Avg recall after 18s was 3%.
Was suggested that the duration of the STM without rehearsal is 18-30s

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Describe the research method conducted on the duration of the LTM

A

392 americans aged 17-24 did two tests

1) Recognition test:50 photos from participants yearbook
2) Free recall test: Participants listed names of their graduating class

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Describe the conclusion found from research conducted on the LTM

A

Participants tested after 15 years of graduation were 90% ,48y were 70% accurate in photo recognition,
Free recall was less accurate being 15y was 60% and 48y was 30%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

A03:Research on coding Material used

A

Limitation: No meaningful material used, words had no personal meaning. When processing more meaningful info people may use semantic coding even for STM tasks, therefore must be careful in generalising different kinds of memory tasks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

A03: Research on capacity (digit span) Temporal validity

A

Limitation: Early research lacked control of extraneous variables therefore the research may not be valid due to confounding variables. However results have been confirmed in other research supporting its validity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

A03: Research on memory span and chunking Overestimated?

A

Limitation: Research was reviewed and suggested that the capacity of the STM is only about 4 chunks, suggests that 5 items is more appropriate than 7

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

A03: Research on the duration of the STM Artificial stimulus

A

Limitation: lack of external validity, as it doesn’t reflect most real-life memory activities, however there are times when we remember meaningless memories e.g. phone number

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

A03: Research on the duration of the LTM Ecological validity

A

Strength: It used real-life meaningful memories, found that using meaningless pictures recall rates were lower. However confounding variables were not controlled e.g.may have looked at the yearbook before the test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

How many stores is the multi-memory model made up of, and what are their names

A

3 stores

  • Sensory register (Iconic and Echoic)
  • STM store
  • LTM store
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What is the MSM(multi-store memory)

A

It describes how information is flows through the memory system.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What is the Sensory regisor

A

A stimulus from the environment. It is made up of five stores, one for each sense.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What are the two main stores in the sensory registor

A
  • Iconic memory(Visual info coded visually)

- Echoic memory(Auditory info is coded acoustically)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What is the Duration, Capacity and Coding of the Sensory register(SR)

A
  • Duration: Very brief, less than half a sec
  • Capacity: High, e.g. 1 eye storing millions of info
  • Coding: Depends on sense, visual,auditory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Describe the transfer of info from SR to STM

A

Very little goes of what goes into the SR is passed into the memory system, however if you pay attention it will.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is the STM

A

Known as limited capacity store as it can only contain a limited number of items/things before forgetting occurs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is the Duration, Capacity and Coding of the STM

A
  • Duration: 18-30s unless rehearsed
  • Capacity: 5-9 items before forgetting occurs
  • Coding: Acoustic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Describe the transfer of info from STM to LTM

A

If rehearsed it can be kept in the STM. If rehearsed long enough it passes into the LTM. This is also known as ‘maintenance rehearsal’

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What is the LTM

A

A permanent memory store for info that has been rehearsed for a prolonged time. In order to recall info from the LTM it must be transferred back to the STM via retrieval

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is the Duration, Capacity and Coding of the LTM

A
  • Duration: potential a lifetime
  • Capacity: potential unlimited
  • Coding: Semantic i.e.in terms of meaning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

A03: The multi-memory model Research evidence

A

Strength: Research support found that we tend to mix up similar sounding words in the STM, but similar meaning words in the LTM. STM is acoustic and LTM is semantic. Therefore, supports the view that they are separate and independent stores

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

A03: The multi-memory model Type of STM

A

Limitation: Case study on KF displays there are multiple types STM however, the MSM displays only 1 unitary store. Found that when digits were read to KF(amnesia patient) recall was poor compared to when he read them himself. Suggested that there must be a ST store to process visual info and anther to process auditory info.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

A03: The multi-memory model Type of rehearsal

A

Limitation: Suggested that there are 2 types of rehearsal, maintenance and elaborative. Elaborative rehearsal(not in MSM)occurs when you link info to existing knowledge which is needed for long-term storage.Therefore a serious limitation as the model cannot explain this research finding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

A03: The multi-memory model Artificial material

A

Limitation: Research evidence required people to recall digits,letters,words and sometimes consonant syllables(random syllables.e.g.ZLN) In real life we form memories related to useful things.e.g.names,facts,places. Therefore suggests a lack of ecological validity as research shows how memory works with meaningless material.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

A03: The multi-memory model Simplification of LTM

A

Limitation: Lots of research evidence that says LTM is not a unitary store.Suggested that we have one LTM store for memories of facts about the world(semantic) and a different one for memories of how to ride a bike(episodic).Therefore MSM is limited as it doesn’t reflect the different types of LTM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

List 3 types of long-term memory

A
  • Episodic memory
  • Semantic memory
  • Procedural memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

What is the Episodic memory

A

Stores events from our lives, like a diary of daily happenings. These memories are time-stamped and involve several elements(e.g.places,behaviour) woven into one memory. A conscious effort must be made in order to recall them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

What is the Semantic memory

A

Stores our knowledge of the world like an encyclopedia and a dictionary. These memories are not time-stamped, they are usually less personal and more about the knowledge we all share

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

What is Procedural memory

A

Stores memories for actions and skills/how we do things.e.g.driving. Recall occurs without conscious awareness or effort

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

A03: Types of LTM Evidence

A

Strength: Clinical studies of amnesia showed patients had trouble recalling events,however semantic memories were relatively unaffected.e.g. man forgets about stroking a dog but doesn’t need the concept of dog explained Therefore supports the view that there are different memory stores in the LTM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

A03: Types of LTM Neuroimaging

A

Strength: Evidence from brain scans show different types of memory are stored in different parts of the brain. Episodic and semantic memories located in prefrontal cortex………

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

A03:Types of LTM Real-life application

A

Strength: Allows psychologists to target certain kinds of memories to improve lives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

A03: Types of LTM Clinical evidence generalisation

A

Limitation: Lack of control.e.g.personality, therefore it is difficult to generalise the case studies to determine the exact nature of the LTM.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

A03: Types of LTM How many types of LTM

A

Limitation: Suggested that episodic and semantic memories are store together in one LTM store called declarative memory(recall consciously) procedural is called non-declarative. It is important to get this right as it influences the way memory studies are conducted

41
Q

What is the Working memory model(WMM)

A

An explanation/model of how STM is organised and how it functions

42
Q

What function does the Central executive(CE) serve in the WMM

A

An attentional process which monitors incoming data and allocates slave systems to tasks.Slave studies being PL and VSS. Also has limited capacity

43
Q

What function does the Phonological loop(PL) serve in the WMM

A

Deals with auditory info and saves the order in which info arrives. Subdivided into:
Phonological store, Articulatory process

44
Q

What is the Phonological loop divided into and what do they do

A
  • Phonological store: store the words you hear

- Articulatory process: Allows maintenance rehearsal

45
Q

What function does the visuo-spatial(VSS) sketchpad serve in the WMM

A

Stores spatial(/visual) info when required. Also has limited capacity. Subdivided into: Visual cache, Inner scribe

46
Q

What is the Visuo spatial sketchpad divided into and what do they do

A
  • Visual cache: Stores visual data

- Inner scribe: Records arrangement of objects in a visual field

47
Q

What function does the Episodic buffer(EB) serve in the WMM

A

A temporary store for info which maintenances a sense of time sequencing. It integrates visual,spatial,verbal info from other stores. Links to LTM

48
Q

A03: The Working Memory Model Patient KF

A

Strength: Patient KF had brain damage, poor STM ability for verbal info but can process visual info normally.i.e.Phonological loop was damaged,but other areas intact. However, evidence from brain-damaged patients maybe unreliable as it concerns unique patients who have traumatic experiences

49
Q

A03: The Working Memory Model Dual task performance

A

Strength: Studies shows participants have difficulties doing two visual tasks compared to one visual and verbal task at the same time, because both visual tasks compete for the same limited resources.Therefore proves evidence for Visuo-spatial Sketchpad.Which MSM can’t explain this.

50
Q

A03: The Working Memory Model Central executive

A

Limitation: The Central executive doesn’t explain anything. Needs to be more specific rather than being labelled attention,therefore the WMM hasn’t been fully explained. Incomplete model as not everything is explained.

51
Q

A03: The Working Memory Model Word length effect

A

Strength: Word length effect: harder to remember long words rather than short, due to limited space for rehearsal in articulatory process. Word length effect disappears when given a repetitive task

52
Q

A03: The Working Memory Model Brainscans

A

Strength: tasks involving the CE were conducted while having a brainscan. Found activity in the prefrontal cortex. As task increased so did activity. Therefore provides evidence that the CE may have a physical reality in the brain

53
Q

What is interference?

A

Forgetting because in the LTM when we are unable to access memories even though they are available, this could be due to two different pieces of info being in conflict.

54
Q

How many types of interference are there and what are they called?

A

2 types:

  • Proactive interference
  • Retroactive interference
55
Q

What is Proactive interference(PI)?

A

When an older memory interferes with a newer memory(Think ‘pro’ as in working forwards old to new)

56
Q

What is Retroactive interference(RI)?

A

When a new memory interferes with an older memory(Think ‘retro’ as in working backwards new to old)

57
Q

What are the effects of similarity in terms of interference

A

Interference is worse when memories are similar. Maybe because in,

  • Proactive interference: old info makes new info hard to store.
  • Retroactive: new info overwrites old memories.
58
Q

A study conducted on effects of similarity. What were the researchers names?

A

McGeoch and McDonald

59
Q

What was the procedure in the study testing the effects of similarity in memory?

A

-Participants asked to recall list of words
-Then divided into 6 different groups
.e.g.synonyms,antonyms,random,digits…
-Finally asked to learn the new list
-The degree in which they were similar was then determined

60
Q

What were the conclusions of the study conducted by McGeoch and McDonald?
(Hint: Think memory)

A

-Most similar material had the worst recall
-Different materials gave a higher mean recall
Therefore shows interference is strongest when memories are similar.

61
Q

A03: Explanations for forgetting: Interference Lab studies

A

Strength: Loads of studies show that both types of interference are likely causes of forgetting. Lab experiments also have high internal validity, therefore a valid explanation

62
Q

A03: Explanations for forgetting: Interference Artificial materials

A

Limitation: Material used was often a word test. Which is quite different to everyday situations in which we remember things. Therefore artificial materials make interference more likely in the lab and may not be the cause of everyday forgetting

63
Q

A03: Explanations for forgetting: Interference Real-life studies

A

Strength: Study on rugby players conducted where they needed to recall names of teams they had played. Found time didn’t matter, instead it was the frequency of of games which lead to higher recall. Therefore study shows that interference can apply to at least some everyday situations.

64
Q

A03: Explanations for forgetting: Interference Time period for learning

A

Limitation: Time period for learning was heavily reduced compared to real life situations. This does not reflect real life, therefore results cannot be generalised outside the lab. A possibility is that interference’s role is exaggerated

65
Q

A03: Explanations for forgetting: Interference Use of Cues

A

Limitation: Studies displayed that cues allowed easier access to forgotten words that have been stored in the LTM, which previously couldn’t be access

66
Q

What are memory cues and how do they help prevent retrieval failure?

A

A trigger of information that allows us to access a memory. Cues maybe meaningful or indirectly linked to something in the event of coding.

67
Q

What happens when there is an absence of Cues?

A

If a cue isn’t present during time of recall, there will be no access to that memory it is associated

68
Q

How is a Cue created?

A

When a memory is created an associated cue will be stored at the same time.

69
Q

What is retrial failure?

A

A form of forgetting when don’t have the necessary cues associated to the memory which allows recall.

70
Q

What is the Encoding Specificity Principle(ESP)?

A
  • The idea that cues help retrieval if the same cues are present during encoding and retrieval.
  • The closer the retrieval cue is to the original cue the better the cue works
71
Q

There are two types of cues? What are they?

A
  • One that has a meaningful link to the memory

- and one that has not meaningful link to the memory

72
Q

State what is meant by context dependant forgetting?

A

When memory retrieval is dependant on the external/environmental cue(e.g.A location or weather)

73
Q

State what is meant by state dependant forgetting?

A

When memory retrieval is dependant on an internal cue(e.g. a state of mind or mood)

74
Q

What was the procedure for Godden and Baddeley study on context dependant forgetting?

A

4 groups of deep sea divers learnt word lists different locations.
Group 1 - Learn on land , recall on land
Group 2 - Learn on land , recall underwater
Group 3 - Learn underwater , recall on land
Group 4 - Learn underwater , recall underwater

75
Q

What were the findings for Godden and BAddeley’s study on dependant forgetting?

A

When environmental context did not match recall was 40% lower compared to when they did match. Therefore when the external cues available at learning were different to the ones at recall, it led to retrieval failure due to lack of cues.

76
Q

Name how a study could be conducted to investigate the effects of State dependant forgetting?

A

Have 4 groups of participants who are required to recall a list of words. Some participants should be given a mood changing drug, such as a slightly sedative drug which causes drowsiness.

77
Q

A03: Explanations for forgetting: Retrieval failure Evidence

A

Strength: Strong range of evidence supporting case(Lab + real-life).e.g. Godden and Baddeley’s research with deep sea divers. Argued retrieval failure maybe the main reason forgetting in the LTM, therefore supports the validity of the explanation.

78
Q

A03: Explanations for forgetting: Retrieval failure Context effects

A

Limitation: Different contexts need to be different.e.g. land and sea, not in 2 different rooms(that’s more likely to be other factors causing forgetting)Therefore real-life applications fail due to contextual cues not explaining much.

79
Q

A03: Explanations for forgetting: Retrieval failure Recall vs recognition

A

Limitation: Godden and Baddeley replicated the deep sea diver experiment with a recognition test instead of recall. Found no context dependant effect, result was the same regardless of environment. Therefore limits retrieval failure as an explanation as absence of cues only affects memory when you test recall not recognition.

80
Q

A03: Explanations for forgetting: Retrieval failure The ESP

A

Limitation: When a cue produces successful recall we assume cue was present during encoding.
When cue does not produce successful recall we assume cue was not present during encoding. However, there is no way to independently establish whether or not the cue was truly encoded.

81
Q

A03: Explanations for forgetting: Retrieval failure Real-life application

A

Strength: e.g. forgetting something then retracing your steps only to remember. Suggests that it is worth revisiting the environment in which you first thought of something. This is also a basic principle of cognitive interview, a method to make eyewitness recall more info about the crimes via ‘contextual reinstatement’

82
Q

What is an Eyewitness testimony(EWT)?

A

A person’s ability to remember the details of events,such as accidents and crimes, which they themselves have observed. The accuracy of this can be affected by other factors such as leading questions.

83
Q

What is misleading information?

A

Incorrect information given to the eyewitness, typically after the event

84
Q

What is a leading question?

A

A question phrased in a specific way, suggesting a certain answer.

85
Q

What is the response-bias explanation? about why do leading questions affect EWT

A

Wording of a question has no enduring effect on an eyewitness’s memory of an event, however it influences the type of answer given

86
Q

What is the substitution explanation? about why do leading questions affect EWT

A

Wording of a question does affect the eyewitness’s memory. It attempts to interfere with the original memory, distorting its accuracy.

87
Q

Describe the procedure of the study performed testing the effects of leading questions?

A

5 groups of participants watched film clips of car accidents. Ther critical question was:’ About how fast were the cars going when they hit each other?. Each group was given a different verb in the question

88
Q

State the findings of the study performed testing the effects of leading questions?

A

Verb: Contacted - mean estimated speed of 31.8mph
-Smashed - mean estimated speed of 40.5mph
Verb ‘smashed’ suggested a faster speed of the car than ‘contacted’

89
Q

What are the effects of Post-event discussion(PED) and when is this likely to occur?

A

Likely to occur when there is more than one witness to an event. PED may affect the accuracy of each witness’s ability to recall the of the event as they may discuss what they have seen with others thus possibly warping their memory.

90
Q

What are the 2 possible effects from Post-event discussion(PED)?

A

Memory contamination or Memory conformity

91
Q

What is Memory contamination?

A

When co-witnesses discuss a crime, they mix (mis)information from other witnesses with their own memories

92
Q

What is Memory conformity?

A

Witnesses go along with each other to win social approval or believe other witnesses are correct

93
Q

Describe the procedure of the study performed testing the effects of Post-event discussions?

A

Paired participants watched a video of the same crime but each watched it from a different perspective meaning the other saw things the other didn’t. Then they discussed before a recall test.

94
Q

Describe the findings of the study performed testing the effects of Post-event discussions?

A

71% of participants recalled elements of they did not see in the video but had picked up in the PED, compared to the control group where there was no PED meant no errors

95
Q

A03: Eyewitness testimony: Misleading information Real-life application

A

Strength: Practical application for police officers about consequences of of inaccurate EWT. Therefore due to this info we can help to improve how the legal system works

96
Q

A03: Eyewitness testimony: Misleading information Artificial material

A

Limitation: Watching film clips of car accidents is very different to real life. Found that witnesses of traumatic real armed robbery had very accurate recall 4 months after. Therefore, shows artificial material tells us little about the effect of EWT in real crimes or accidents.

97
Q

A03: Eyewitness testimony: Misleading information Individual differences

A

Limitation:

98
Q

A03: Eyewitness testimony: Misleading information Demand characteristics

A

Limitation:

99
Q

A03: Eyewitness testimony: Misleading information Ecological validity

A

Limitation:

AQA A level Psychology (11 decks)

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