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AQA A-Level Psychology (1) > P1 Section B (Memory) > Flashcards

P1 Section B (Memory) Flashcards

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1
Q

What is sensory register according to Atkinson and Shiffrin (1968)

A

According to Atkinson and Shiffrin (1968) the sensory register is a memory store which holds sensory events such as sights, smells and noises.

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2
Q

What’s the duration of sensory register

A

Duration of sensory register is 2 seconds

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3
Q

What’s capacity of sensory register

A

Capacity of sensory register is over a million - large

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4
Q

How is sensory register information coded

A

Sensory register information is coded acoustically and visually.

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5
Q

What is duration of short-term memory

A

Duration of short-term memory is around 15 to 30 seconds

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6
Q

What’s capacity of short-term memory according to Miller (1956)

A

capacity of short-term memory is 7 +/- 2 according to Miller (1956)

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7
Q

How is short-term memory information coded

A

Short-term memory information is coded acoustically

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8
Q

What’s duration of long term memory

A

The duration of long term memory is 50 years and above

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9
Q

What’s capacity of long-term memory

A

Capacity of long-term memory is infinite

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10
Q

How is long-term memory information coded

A

Long-term memory information is coded semantically

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11
Q

What’s the belief that Multi-store memory model is based on according to Atkinson and Shiffrin (1968)

A

according to Atkinson and Shiffrin (1968) the belief that Multi-store memory model is based on is we process memories like computers process information

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12
Q

How does information move from sensory register to STM

A

Information moves from sensory register to STM by attention

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13
Q

How does information move from STM to LTM in the multi-store model

A

Information moves from STM to LTM in the multi-store model by memory consolidation which is rehearsal

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14
Q

How did Milner et al (1966) support that LTM had different stores

A

Milner et al (1966) supported that LTM had different stores by finding patient HM who underwent lobectomy for epilepsy could learn motor skills (which is procedural memory - part of LTM), but could not recall the tasks he completed to learn these motor skills (episodic memory - part of declarative LTM)

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15
Q

What was Tulvings (1985) explicit LTM memory

A

Tulvings (1985) explicit LTM memory was memories that we try to consciously recall eg facts. Explicit memory is spilt into semantic and episodic memory

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16
Q

What is Tulvings (1985) explicit semantic memory

A

Tulvings (1985) explicit semantic memory is knowledge of language, concepts and facts and words

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17
Q

What is Tulvings (1985) explicit episodic memory

A

Tulvings (1985) explicit episodic memory is knowledge of personal events we’ve been experienced

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18
Q

What is Tulvings (1985) procedural or implicit memory

A

Tulvings (1985) procedural or implicit memory is behaviours such as riding a bike

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19
Q

Glanzer and Cunitz (1966) serial position effect - method

A

Glanzer and Cunitz (1966) gave participants and list of words to memorise and then recall as many as possible

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20
Q

Glanzer and Cunitz (1966) serial position effect - results

A

Glanzer and Cunitz (1966) found that participants could recall words given at the beginning because they had been rehearsed in LTM (primary effect) and words at the end because they were still in the STM (recency effect) but hardly those in the middle.

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21
Q

What does Glanzer and Cunitz (1966) serial position effect support

A

Glanzer and Cunitz (1966) serial position effect supports the idea that the LTM and STM are different and also the fact rehearsal is required in multi-store model

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22
Q

What is a weakness of Glanzer and Cunitz (1966) serial position effect

A

A weakness of Glanzer and Cunitz (1966) serial position effect is it lacks ecological validity since it’s not how memory is used in real life

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23
Q

How does information move from the LTM to STM in the multi-store model

A

Information moves from the LTM to the STM in the multi-store modal by retrieval

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24
Q

How did Jacobs (1887) find digit span for capacity

A

Jacobs (1887) found digit span for capacity by asking participants to recall digits, starting from 4 and then adding another digit each time and found that the mean span for digit recall was around 7

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25
Q

How does Jacobs (1887) study lack temporal validity

A

Jacobs (1887) study lacks temporal validity as it was done a long time ago and early psychology lacked control so participants might’ve been distracted or tired so didn’t perform well

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26
Q

What did the Petersons (1959) find about duration of STM

A

Petersons (1959) found about duration of STM that duration was around 18-30 seconds unless repeated over and over again

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27
Q

What is a limitation of the Petersons (1959) duration study

A

A limitation of the Petersons (1959) duration study is that it lacks ecological validity as the material asked to recall was artificial, meaningless three-letter trigrams and so it can’t be extrapolated to all stimuli as short-term memory may be longer for more important information

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28
Q

What did Bahrick (1975) find about LTM (yearbook)

A

Bahrick (1975) found that LTM has a long duration as people were able to remember people from their school yearbook after 48 years

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29
Q

Strength of Bahricks (1975) study on duration of LTM

A

Strength of Bahricks (1975) research is that it has high external validity as it is a meaningful stimulus remembering people

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30
Q

Weakness of Bahricks (1975) study on LTM duration

A

Weakness of Harry Bahricks (1975) study on LTM duration is that confounding variables such as the fact participants may have been in recent contact with people from the yearbook weren’t controlled

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31
Q

How is information stored in sensory register (multi-store model)

A

Information is stored in the sensory register as either iconic memory (visually) or echoic memory (acoustically)

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32
Q

How does Baddeley support the multi-store model of memory (mix-up)

A

Baddeley supports the multi-store model of memory by finding that we mix up words with similar sounds when we’re using our STM but mix up words with similar meanings when using LTM - showing STM stores acoustically and LTM stores semantically

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33
Q

How does Craik and Watkins (1973) criticise the MSM (two types of rehearsal)

A

Craik and Watkins (1973) criticise the MSM by saying there is two types of rehearsal and to move information from STM to LTM, elaborative rehearsal is needed because maintenance rehearsal just keeps information in the STM for longer

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34
Q

How does Tulving (1985) criticise the MSM

A

Tulving (1985) criticises the MSM by saying that it is too simplistic and inflexible

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35
Q

How does neuroimaging support Tulving (1985) semantic and episodic memory

A

neuroimaging supports Tulving (1985) semantic and episodic memory by finding that when using semantic memory, the left side of the prefrontal cortex was active and when using episodic memory, the right side of the brain was active

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36
Q

How does Cohen and Squire criticise Tulving’s (1985) episodic and semantic memory

A

Cohen and Squire criticises Tulving’s (1985) episodic and semantic memory by saying that episodic and semantic fall under the same store called declarative memory so there are two types of long term memory - procedural and declarative

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37
Q

What was Baddeley and Hitch’s view on memory

A

Baddeley and Hitch’s view on memory was that memory was a number of different stores

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38
Q

What is Baddeley and Hitch’s memory model called

A

Baddeley and Hitch’s memory model is called the working memory model

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39
Q

What are the five parts of the working memory model

A

the five parts of the working memory model are the central executive, phonological loop, visuospatial sketchpad, episodic buffer and long term memory

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40
Q

What is the job of the working memory model’s central executive

A

The job of the working memory model’s central executive is to decide how resources are allocated like deciding which issues need attention

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41
Q

What is the capacity of the working memory model’s central executive

A

The capacity of the working memory model’s central executive is limited

42
Q

How does information transfer into the central executive

A

information transfer into the central executive by the inner ear and eyes

43
Q

What is the job of the phonological loop

A

The job of the phonological loop is to process auditory information by holding words we hear in the phonological store and allow us to repeat words in a loop (using the articulatory process)

44
Q

What is the capacity of the phonological loop

A

The capacity of the phonological loop is around 2 seconds of articulatory information like sound

45
Q

How does information transfer into the phonological store

A

information transfers into the phonological store by spoken words which directly transfer through the inner ear and written words which are first converted into articulatory code then enter phonological store

46
Q

What is the job of the visuospatial sketchpad

A

The job of the visuospatial sketchpad is to store visual information (in the visual cache) and spatial information (in the inner scribe) like how many windows you seen on a house

47
Q

What is the capacity of the visuospatial sketchpad

A

The capacity of the visuospatial sketchpad is around 3 or 4 objects so is limited

48
Q

What is the job of the episodic buffer

A

The job of the episodic buffer is to temporarily store all the visual, articulatory and spatial information from the other stores in one memory so it can then pass it onto the long-term memory

49
Q

How does patient KF support Baddeley and Hitch’s Working memory model

A

Patient KF supports Baddeley and Hitch’s Working memory model as after brain damage, KF couldn’t process verbal information but could process visual information - suggesting only his phonological loop had been damaged supporting the idea that there is separate stores of visual and articulatory information

50
Q

How can patient KF be criticised for supporting the working memory model

A

patient KF can be criticised for supporting the working memory model as evidence from brain-damaged patients may not be reliable since the cases are unique and not representative of all memory

51
Q

How did Baddeley support the working memory model

A

Baddeley supported the working memory model by finding that completing two visual tasks at the same time was more difficult than completing a visual and verbal task at the same time which supports idea that there must be a separate store system processing a visual input - the visuospatial sketchpad

52
Q

How did Braver et al support the working memory model

A

Braver et al supported the working memory model by finding that when demands on the central executive increased, it has to work harder to fulfil its function seen by increased activity in the left prefrontal cortex on a brain scan

53
Q

What is interference theory

A

Interference theory is the theory of forgetting where when two pieces of information are conflicting, it results in one or both pieces of information being forgotten

54
Q

Where does interference forgetting mainly take place

A

interference forgetting mainly takes place in the LTM

55
Q

What’re the two types of interference leading to forgetting

A

The two types of interference leading to forgetting are proactive interference and retroactive interference

56
Q

What is proactive interference

A

Proactive interference is when an older memory interferes with a newer memory

57
Q

What is retroactive interference

A

Retroactive interference is when a newer memory interferes with an older memory

58
Q

When can interference become more likely

A

Interference can become more likely when the memories are similar

59
Q

How do Burke and Skrull support similarity in interference theory

A

Burke and Skrull support similarity in interference theory by finding that when participants had to recall information from magazine adverts, they found it more difficult to do so when the adverts had a similar products shown and this also has real-life application as marketers can use this knowledge to make sure their ads are shown some time after similar ads so it’s better remembered

60
Q

How do lab studies support interference theory

A

Lab studies support interference theory by finding that both types of interference are very likely to be common ways we forget information from the LTM

61
Q

How did Baddeley and Hitch support interference theory (rugby)

A

Baddeley and Hitch supported interference theory by finding there was real-life application when a rugby player’s recall of a team they played 3 weeks ago was better if they hadn’t played a game since then

62
Q

What is Tulving’s retrieval failure theory for forgetting

A

Tulving’s retrieval failure theory for forgetting is the idea that a person is more likely to forget something if they aren’t in a similar situation to where they learnt the information as the person lacks the cue to access the memory

63
Q

What can Tulving’s cues be that need to be similar to retrieve information

A

Tulving’s cues that need to be similar to retrieve information can be an emotional state of how we felt when we learnt the information or the place we were in

64
Q

What is Tulving’s ENCODING SPECIFICITY PRINCIPLE

A

Tulving’s ENCODING SPECIFICITY PRINCIPLE is that “the greater similarity between the encoding and the retrieval event, the greater the likelihood of recalling the original memory”

65
Q

What are Tulving’s 2 types of retrieval cues

A

Tulving’s 2 types of retrieval cues are context-dependent cues and state-dependent cues

66
Q

What is Tulving’s context-dependent cue

A

Tulving’s context-dependent cue is an external environment cue to remember

67
Q

What is Tulving’s state-dependent cue

A

Tulving’s state-dependent cue is a internal cue

68
Q

How did Baddeley and Godden support Tulving’s context-dependent cues

A

Baddeley and Godden supported Tulving’s context-dependent cues by finding that when deep sea divers were in the same environment they learnt a piece of information in, they recalled 40% more information than in an environment they did not learn the information in - like recalling in sea and learning on land

69
Q

How did Carter and Cassady support Tulving’s state-dependent dues

A

Carter and Cassady supported Tulving’s state-dependent dues by finding that when drowsy with drugs when both learning and recalling information, recalling was better but when drowsy with drugs in learning but sober in recalling, recalling was much worse

70
Q

What are strengths of the supporting studies for Tulving’s retrieval cues

A

The strengths of the supporting studies for Tulving’s retrieval cues are that both Baddeley and Godden and Carter and Cassaday performed their studies in a lab and so they’re controlled

71
Q

How does Baddeley criticise Tulving’s context-dependent cues

A

Baddeley criticises Tulving’s context-dependent cues by saying that the environments must be completely different when learning and recalling in order to forget the information (like underwater and on land) and just recalling information in a different room isn’t enough to forget

72
Q

What is an eyewitness testimony

A

An eyewitness testimony is a legal term referring to the account given by a person who witnessed an event

73
Q

What is a leading question

A

A leading question is a question which hints a particular type of answer is required

74
Q

What is a cognitive interview

A

A cognitive interview is a method of interview that involves recreating an events context for the eyewitness to recall

75
Q

What did Loftus and Palmer (1974) try to find

A

Loftus and Palmer (1974) tried to find whether leading questions would affect the accuracy of recall

76
Q

What was Loftus and Palmer’s (1974) method

A

Loftus and Palmer’s (1974) method was showing participants a video of a car crash and then some were asked “how fast was the car going when it hit the other car” and others were asked “how fast was the car going when it smashed the other car”

77
Q

What did Loftus and Palmer (1974) find

A

Loftus and Palmer (1974) found that those who heard “smashed” gave a higher speed estimate (40.8 mph) than those who heard “hit” (34 mph)

78
Q

What did Loftus and Palmer (1974) conclude

A

Loftus and Palmer (1974) concluded that leading questions will reduce the accuracy of recall

79
Q

How did Baddeley and Godden encourage the cognitive interview

A

Baddeley and Godden encouraged the cognitive interview as they found that information was better recalled when we are in the same situation as we first stored the information

80
Q

What did Geiselman et al (1985) find about cognitive interview

A

Geiselman et al (1985) found about cognitive interview that participants who were interviewed when given context (like given a sequence of events) would recall information better about the details of a crime than if no context was given and a standard police interview was given

81
Q

How is a cognitive interview different from a standard interview

A

A cognitive interview is different from a standard interview as witnesses are encouraged to recreate the original scene with context, retrieval cues are given to help memory such as pictures and open questions are used and witnesses are given time to recall without being interrupted

82
Q

What does the response-bias explanation suggest about leading questions

A

response-bias explanation suggests that leading questions just influences the way a person answers but doesn’t have an effect on a witnesses memory

83
Q

How did Loftus criticise the response-bias explanation

A

Loftus criticised the response-bias explanation by finding that when changing the wording of the car question to “smashed” rather than “hit”, people were more likely to believe there was smashed glass - which there wasn’t

84
Q

What was Gabbert’s (2003) method to find if post-event discussion affects accuracy of recall (pairing)

A

Gabbert’s (2003) method to find if post-event discussion affects accuracy of recall was pairing participants and making each watch a video of the same crime but from different angles and then they discussed what they seen at the end

85
Q

What was Gabbert’s (2003) findings of if post-event discussion affects accuracy of recall

A

Gabbert’s (2003) findings of if post-event discussion affects accuracy of recall was that 71% of participants recalled aspects of the event that they didn’t see and in a control group where there was no post-event discussion, there was 0 different recalls

86
Q

What was Gabbert’s (2003) conclusion of if post-event discussion affects accuracy of recall

A

Gabbert’s (2003) conclusion of if post-event discussion affects accuracy of recall was that memory conformity occurs in post-event discussion as people want to be approved or lack their own knowledge

87
Q

What is a strength of research into leading questions

A

A strength of research into leading questions is that it provides real-life application as police are able to redesign their interviewing techniques since leading questions distort memory and recall

88
Q

What is a weakness of Loftus and Palmer (1974) car clip recall

A

A weakness of Loftus and Palmer (1974) car clip recall is that since it was a video, participants are less likely to be affected by emotions which affect memory in real-life eyewitness testimonies

89
Q

How did Fisher and Geiselman say eyewitness testimony could be improved (interview techniques)

A

Fisher and Geiselman said eyewitness testimony could be improved by using 4 cognitive interview techniques- report everything, reinstate context, reverse the order and change perspective

90
Q

What is a con of cognitive interview

A

A con of the cognitive interview is that it is time consuming (some may last days making witness tired and give faulty information) and it also requires more training and amount of questions asked may mean if witnesses cannot remember they may make up details to avoid embarrassment and please the interviewer

91
Q

How did Johnson and Scott see if anxiety affected eyewitness testimony

A

Loftus seen if anxiety affected eyewitness testimony by conducting a study where in one condition, people seen a man come out of a lab room with a pen and greasy hands and in another condition, people seen a man come out of lab with bloody hands and a knife after glass smashed and then Johnson and Scott asked participants to recall the man who left the room by selecting 1 of 50 photos

92
Q

What did Johnson and Scott find in his study to see if anxiety affected eyewitness testimony

A

Johnson and Scott found in his study to see if anxiety affected eyewitness testimony that condition 1 has 49% accuracy whereas condition 2 has 33% accuracy - showing anxiety affects recall

93
Q

What is a strength of Johnson and Scott eyewitness testimony anxiety study

A

A strength of Loftus eyewitness testimony anxiety study is that there is high ecological validity as participants didn’t know it was staged

94
Q

What is a weakness of Johnson and Scott eyewitness testimony anxiety study

A

A weakness of Johnson and Scott eyewitness testimony anxiety study is that it is unethical as it doesn’t protect from harm since person seeing man with bloody hands and knife could be traumatic

95
Q

What is Fisher’s (1989) Enhanced Cognitive Interview

A

Fisher’s (1989) Enhanced Cognitive Interview is a development of the cognitive interview where interviewer uses mental imagery and speaks slowly and tells eyewitness to report everything which produces better results than a standard police interview

96
Q

How does Kohnken support cognitive interview

A

Kohnken support cognitive interview as he found in a meta-analysis of 53 studies that cognitive interview increased recall on average by 34% in comparison to standard interview

97
Q

what are weaknesses of Kohnken’s cognitive interview support

A

weaknesses of Kohnken’s cognitive interview support are that it has low ecological validity as a lab study, it has low population validity since majoirty of assessed studies were on students

98
Q

how does Yuille and Cutshall criticise Johnson and Scott in anxiety affecting eyewitness recall

A

Yuille and Cutshall criticise Johnson and Scott in anxiety affecting eyewitness recall by finding witnesses of real-life gun shooting had remarkable recall despite the stressful situation and even recalled 5 months after

99
Q

what is a weakness of Yuille and Cutshall criticism of Johnson and Scott in anxiety affecting eyewitness recall

A

weakness of Yuille and Cutshall criticism of Johnson and Scott in anxiety affecting eyewitness recall is that those who were most stressed were also closest in proximity, so could just be proximity to gunman allowing better recall

100
Q

How does Clifford and Scott support Johnson and Scott

A

Clifford and Scott support Johnson and Scott as they found those who watched a film of violent attack recalled less than those who watched less stressful version

AQA A-Level Psychology (1) (9 decks)

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