Paper 1 - B - memory Flashcards

Question

what did george miller do and when ?

Answer 1

1956 He observed everyday practice noticed things came in 7's ( 7 days in a week and the 7 deadly sins). He thought the STM capacity was 7 items +/- 1 He realised people can recall around 5 words and 5 letters easily by chunking

Answer 2

It has been replaced

Answer 3

1. it was conducted a long time ago 2. normally a long time ago would lack adequate control

Answer 4

1887 1. he researched capacity of the STM he figured this out by digit span 2. participants are read 4 digits and if they recall them right theyd be read 5 digits and have to recall them 3. stop when they recall them wrong

Answer 5

most recalled 9 digits and 7 letters

Answer 6

normally acoustic

Answer 7

normally semamtic

Answer 8

1. it identified a clear difference between 2 memory stores 2. STM beinf mainly acoustic 3. LTM being mostly semantic both of these points are still right now

Answer 9

1. used artifical stimuli rather than a stimuli that meant something to the participants 2. only looks at 2 types of coding ( acoustic and semantically)

Answer 10

visually= pictures acoustically= sounds semantic= meanings

Answer 11

information is coded acoustically in the STM semantically in the LTM

Answer 12

When recalling with the STM they did worse with the acoustically similar words,. When recalling with the LTM they did worse with the semantically similar words.

Answer 13

Atkinson and Shiffrin

Answer 14

1. described how information flows through the memory system 2. suggests that the memory is made of three stores linked by processing

Answer 15

1. sensory register 2. stm 3.ltm

Answer 16

1. there is a store for each sense 2.there are two main stores = -iconic memory= visual information= coded visually -echoic- sounds= coded acoustically

Answer 17

- less than half a second

Answer 18

- very little -but if information is paid attention to it will pass on

Answer 19

30 seconds unless rehearsed

Answer 20

acoustically

Answer 21

1. is when we repeat information to ourselves 2.information will stay in our stm if we rehearse it and can move to our ltm if rehearsed enough

Answer 22

semantically

Answer 23

if we want to remember something in our ltm it has to be transferred through retrieval to our stm

Answer 24

- supporting research =baddeley- we mix up words that sound similar when using stm byt when using ltm we mix up words with similar meanings , strength as it shows we code acoutsically in the stm and semantically in the stm

Answer 25

- theres more than one type of stm =msm states theres only one type of stm =shallice and warrrington studied a subject with amnesia he had poor digit memory but when reading them himself he had better memory= weakness as shows there may be more than one type of stm -no different types of rehearsal = msm believes the more you rehearse the better the memory =craick and watson found this was wrong its the type of rehearsal that matters not the amount -we have more than one type of ltm

Answer 26

he believes theres three types of ltm= 1, episodic 2, semantic 3, procedural He thought the msm was too simple about the ltm

Answer 27

- responsible for knowing how to do skills/actions - doesnt need consciousness

Answer 28

-contains knowledge of the world -memories aren't time-stamped -less personal facts

Answer 29

-recalls events from our lives -complex memories as theyre timestamped -takes conscious effort to recall

Answer 30

1. theyre all ltm 2.semantic and episodic both need consciousness 3. procedural and semantic are not timestamped

Answer 31

1, episodic is personal information while the others arent 2. episodic is the only time stamped

Answer 32

clinical evidence = -HM case study and clive wearing = episodic memory didnt work in either they both couldnt recall past events =procedural and semantic memory okay = this shows a store can be damaged but the others arent affected meaning there are multiple stores in the ltm real-life application= -knowing different parts of the memory means psychologists can targert certain areas to help people -found out episodic memory can be improved in elderly

Answer 33

- cohen =argues there isnt 3 ltm but 2 = they think procedural is its own store but semantic and episodic is stored together in a store called declarative memory= information that is consciously recalled

Answer 34

Baddeley and Hitch (1974).

Answer 35

= it proposes that the STM is made up of different stores =it contains 4 components =displays how memory is organised

Answer 36

The MSM model was too simplistic and the STM was not a unitary store.

Answer 37

=central executive =visuospatial sketchpad =episodic buffer =phonological loop

Answer 38

=receives information from all sections =monitors information, makes decisions and allocates slave systems to tasks.

Answer 39

=modality free =not limited to sight/sound

Answer 40

=deals with auditory information =stores words and rehearses any that are being considered -split into two stores =phonological store= stores words you hear =articulatory process= allows maintenance rehearsal

Answer 41

2 seconds worth of information

Answer 42

stores visual and spatial information split into two sections =visual cache= stores visual data =inner scribe= stores the arrangement of objects

Answer 43

3-4 objects = Baddeley

Answer 44

= temporary store for information =links the working memory to LTM and wider cognitive processes

Answer 45

limited capacity -4 chunks of information Baddeley

Answer 46

-Shallice and Warrington =KF =after his accident he could not processes verbal information well but could process visual information normally = this means his phonological loop was damaged but other components weren't =however this may not be reliable as all patient are different =Baddeley et al =showed individuals struggled to do two visual tasks instead of one visual and one verbal =this is because both tasks would be competing for the same slave system =this means there must be separate systems

Answer 47

lack of clarity on the central executive =Baddeley said its the most important part but the least understood

Answer 48

- a reason of forgetting -when two pieces of information conflict with each other resulting in forgetting one or both

Answer 49

LTM =forgetting in the LTM =interreference between memories makes it harder for us to locate them making them easier to forget

Answer 50

=proactive interference =retroactive interference

Answer 51

when a old memory interferes with a new memory

Answer 52

when a new memory interferes with a old memory

Answer 53

= They studied retroactive interference by having similarites in lists of words =participants had to learn a list of 10 words until they could remember the list with 100% accuracy . Then they learnt a new list = some examples of the lists are words with the same meanings. words with opposite meanings FINDINGS= =the partcipants recall of the first list depended on the nature of the second list. The more similar materials had the worst recall.

Answer 54

= Baddeley and Hitch =they asked a team of rugby players to recall the teams they had played against so far in the season = most rugby players had missed a few games Findings - accurate recall did not depend on how long ago the match was -players who had missing games had less interreference so were more likely to remember = this means that the intereference had high ecological validity

Answer 55

1. strength= high ecological validity= baddeley and hitch rugby player experiment 2.weakness= lab experiment= lack of ecological validity but its easily replicable and is controlled= mcgeoh and McDonald 3.strength= reali-life application- adverts = if two adverts are alike you can mix them up

Answer 56

- the reason we forget may be because of insufficient cues -when we remember info we associate cues with the memory -if the cue isnt available while we are trying to remember we forget the info

Answer 57

= tulving -is when a cue has to be present when a memory is encoded and recalled for us to remember =context dependant forgetting (external cues) =state dependant forgetting (internal cues)

Answer 58

= godden and baddeley -divers learnt a list of words either underwater or on land and got asked to recall either on land or on land -recall was more accurate when they were in the same environment for learning and recall

Answer 59

= carter and cassaday -participants had to learn a list of words either on or off drugs then they had to recall either on or off drugs - worse recall when they were different states for learning and recall

Answer 60

1. strength= supporting evidence= Godden and Baddeley , Cassady and Carter = supporting evidence increases validity, and shows retrieval failure happens irl and in lab experiments. 2.weakness = lack of real-life application= Baddeley argues context dependant forgetting is not that common, learning in one room and then going to another is not enough change in environment for context change. 3.weakness= ESP cannot be tested= esp os an assumption as we cannot test if something is encoded into our brain by a cue . There is no way we can test if a cue has been encoded

Answer 61

- used in court -used to prove guilty or not -responsible for 75% incorrect convictions - highly inaccurate

Answer 62

1. Leading questions =questions that suggest a desired answer due to the way they are phrased 2.Post-even discussion =when there is more than one witness, witnesses discuss what happened together

Answer 63

procedure =participants all watched the same clip of a car accident and then were all given a question on it =they were all asked how fast the car was going but as a leading question =there were 5 groups and each were asked a different verb out of contacted,collided,bumped,smashed,hit Findings =participants given the word smashed estimated the speed higher at 40.8mph =contacted was the slowest at 31.8mph =shows leading questions can impact peoples answers

Answer 64

= the wording of a question has no effect on a persons memories , but it influences their answer

Answer 65

=the wording of a question impacts the persons memory of an event =

Answer 66

Procedure =studied participants in pairs =each participant watched a video of the same crime but from different povs =this meant they could see parts of the crime the other couldn't =both participants then discussed what they saw to each other Findings =71% of participants recalled aspects wrong that they did not see but picked up in the conversation = the control group that had no discussions had 0% wrong recalls Conclusion =participants go along with each other for social approval or because they believe the other person = the phenomenon memory conformity

Answer 67

procedure =150 participants shown a multi vehicle car accident then asked questions =split into 3 groups -group 1= were asked how fast they were going when they HIT each other -group 2= were asked how fast they were going when they SMASHED into eachother -group 3= asked nothing about the speed =all participants returned a week later and asked about the broken glass (there was no broken glass) findings the verb used for the orginal question influenced whether there was broken glass or not

Answer 68

realistic material = strength= car crashes happen in real life, however you do not see them daily cannot be generalised - weakness- participants are students may not know hoe to drive so don't understand speeds. very useful - strength = can show false convictions can happen from leading questions

Answer 69

1.Strength= real-life application= police need to not ask leading questions as it can lead to false convictions 2.weakness- artifical material=loftus and palmer made participants watch films of care crashes and not real crashes so they will not feel the emotion of a car crash=this can give false results as irl the leading question may be impacted by emotions 3.weakness- in reali-life ewt the person knows their answers will have large impacts on an individual where as a research experiment does not

Answer 70

a state of emotional and physical arousal. including worried thoughts anxiety has big physical and emotional effects but it isnt clear if it effects ewt

Answer 71

- anxiety creates physiological arousal in the body which prevents us paying attention to important cues = recall to be worse - an example is if a weapon is present we have worse recall as we would focus on the Knife and not other details happening

Answer 72

procedure -invited participants to a lab experiment -participants had to wait in the reception -receptionists left them alone in the room -they were then places in one of two conditions =1=no weapon = participant would overhear a convo on failed equipment then a man would walk into the reception with grease and a pen in his hands =2=weapon=participants would overhear glass smashing and a loud argument then a man walks into the reception with a knife with blood on Findings =after all participants were asked to identify the participant to identify the man between 50 photos =49% of participants could identify the man carrying the pen =33% could identify the man carrying the knife= as of mainly focusing on the knife

Answer 73

-stressful events cause anxiety which creates fight or flight and alertness which may improve recall as we are more alert

Answer 74

procedure -did a study of a shop shooting -interviewed 4/5 months after the shooting -the interview was compared to the police interview from months ago -accuracy compared =asked to rate how stressful the event was findings =accurate recall after 5 months =participants who were more stressed had better recall of 88% =less stressed groups accuracy was 75% =anxiety has a good impact on ewt

Answer 75

-relationship between emotional arousal and performance looks like an inverted U. =lower levels of anxiety=lower recall =higher levels of anxiety= better recall -however once anxiety is too high recall decreases

Answer 76

1.WEAKNESS =may be monitoring surprise rather than anxiety =Johnson and Scotts research focuses on anxiety from weapons however, they may just be more shocked there is a weapon than that they get anxiety from the weapon =Pickel (1998)= conducted an experiment with random objects and the more surprising objects had worse recall 2.STRENGTH =supporting evidence =yuille and custhall =interviewed participants that witnessed a shop shooting 4/5 months later and compared their recall the more stressed particpants had better recall with 85% accuracy =shows real-life application 3.WEAKNESS =lacking ecological validity Johnson and Scott set up the experiment for the experiment =they have have different anxiety levels irl =not reliable

Answer 77

believed EWT accuracy could be improved with techniques

Answer 78

fisher and geiselman thought ewt accuracy could be improved by techniques and these interview techniques would be based on psychology these techniques are called a cognitive interview

Answer 79

1, report everything 2,reinstate the context 3,reverse the order 4,change povs

Answer 80

witnesses encouraged to say every detail of an event important to say all details as it may trigger you to recall other memories

Answer 81

witness should go back to the crime scene in their mind and imagine the weather or the emotions they felt this relates to context-dependant forgetting

Answer 82

witness should recall it in another order that what it happened originally, this prevents lying

Answer 83

witness is encouraged to recall it from anothers pov this stops schemas interfering with recall

Answer 84

=Fisher et al =to focus on the social dynamics of the interaction =eg , eye contact and the witness asked to speak slowly

Answer 85

WEAKNESS =it takes more time than a normal police interview =training is needed to give a CI interview and mosyty police are not given this =unlikely police will use it STRENGTH =supporting evidence for ECI =kohnken et al -combined 50 studys =the ci proved to be more accuarte and effective than a normal interview =shows real practical benefits and benefits to society WEAKNESS =increase of false accusations from ci =kohken et al =81% increase of accurate info from ci =61% of inaccurate accusations increase