paper 1-memory Flashcards
what 3 things differ in both LTM and STM
duration(how long info can be held for)
capacity(how much info can be held)
encoding(form of which info is held)
what was the study into the duration of STM
Peterson and Peterson
-recruited 24 uni students to conduct research on
-presented particpants with nonsense triagram and 3 digit number
-nonsense triagram was nonsense so had no meaning to ps
–after ps had to count backwards in 3s from number they were given until told to stop
-done to prevent rehersal-stop them repeating triagram
-after intervals of 3, 6, 9 ,12 seconds aked to recall triagram
-repeated over 8 trials with differnt nonse triagram each time
-results showed when there was only a 3 seodn interval, nearly 90% of traigrams remebered
-when 18% ps only remebred 2%
-conclusion was that STm disappears very quickly when rehersal is prevented
A03 for duration of STM
strength-replicable
uses highly standardised procedur
high contol over variable
e.g traigrm as nonsense
and all particpants haveing to count back in 3
makes it easy for procedure to be repeated
weakness-lack of ecological validity
due to it being a lab experiment
has highly contolled artifical setting
wekaness-lacks mudane realism
recalling traigrmas is not how stm is worked on a day to day
meaning not generaliable outside the study
lack of poulation validity-
used 24 uni students which would nto be representative of wider popualtion
sample size is small
STm duration msy be better as have to utlise memory more often for exams etc
study of duration in LTM
Bahrick et al
asked 392 graduates from american high school
experiment on memory of their former class mates
used various memory tests e.g recalling people with pictures, matching names to pictures etc
ps performed well up to 34 years
recongion tasks were better then recall tasks
dip in pefomance for all types of memery tasks past 47 years
hard to tell if from ageing factors or increase in duration
shows LTM has a duration of up to several years
a03 for duration of LTM
high ecological validity-recalling faces are way in which we use our LTM in everyday life
has mudane realism and can be gernalised outside of study
extraneous variables-dont know how colse people were to eachother in school
some may have been in touch with pps after school ‘
means duration being tested is not accurate
study of capacity of STM
Jacobs
conducted in lab
presnts ps with random sequences of digits or letters
then asked them to repeat them back in same order presented in
started with 3 digit numbers and increased until pps failed to reproduce sequence succesfully
found that 5-9 items was the average STM span
digits were recalledd better then letters
STM has limited capaciy storage (5-9 items)
study of capacity of LTM
luria reported case on soloman shrevesky memory so pefect could remeber virtually every detail of his life
studied him for 30 years
gave him long lists of words, numbers
all were recalled perfectl\y
found no limit of capacity in solomans memory
weakness of capacity of LTM study
extraneous variables-do not know how long he took memorising it in free time
lacks population validity-onlybased on case study
not replicable as only focused on 1 person
strength of capacity of LTM study
high ecological validy as real life scenario
study of acoustic and semantic encoding
Baddeley
aim-to compare encoding in STM and LTM
labatory study
pps presnted with short list of words to remember
words were either smantically similair e.g neat, tidy
or acoustically similar e.g neat. sweet
recall tested both immidentialy and then again after delay
when testing immediate recall (STM) pps recalled fewer words when they were acoustically smilair
when testing recall after delay(LTM) pps recored fewer semantically similar words
Results show LTM usually uses semantic words
multi store memory model
explantion of how memory processes work
model is by Atkinson and shriffin attempts to explain why some things are remembered, some not
suggests human memory consists of separate stores
REMINDER:need to know how to draw the multi store model
what are the three types of LTM
Procedural
Semantic
Episodic
procedual LTM description
our knowldge of skills or simply how to do things e.g riding a bike
can recall memory without concious effect
e.g changing gear in car, do it automatically without thinking
not declarative
utilises the motor cortx and cerebrullum
semantic LTM description
knowledge of the world
tehy are facts
require concious effect to recall
e.g the queen, taste of an orange
declarative and located in left prefrontal cortex
episodic
regards our ability to recall particular events(epsiodes)
require concious effect to recall
e.g festival you went too
1. you have to remember when it happened
2.who you went with
have to make a concious efefct to rememebr even if its fast you still have to think back to what happened to recall it
working memory model
proposed by Baddley and Hitch in repsonse to what they belive is major problems with atkinson and shriffin model (multi store model)
what does the working memory model contain
central executive(inner brain)
phonological loop
episodic buffer
visio-spatial sketchpad
central executive-inner brain
free component
has limited capacity
allocates jobs to 2 other components
phonolgical loop-inner voice
holds speech based info
subdivided into 2 components
phonological store-concerned with speech perception (hearing)
articulatory process-concerned with speech production (saying)
visual spatial sketchpad-inner eye
holds picture based info
subdivided into 2 components
visucal cache-hols info about form and colour
inner scribe-deals with spatial and movement info and transfers info to central executive
episodic buffer-holds and integrates divers info
has limited capacity-about 4 chunks
temporary store of into integrating the bisual, spatial and verbal unfo from other stores
interference theory
belive forgetting is caused by tqo memories competing
memory can be disrupted by either previous learning or future learning
degree of forgetting is greater if memories are similar
retroactive interference
RIP
when a new memory interferes with a old one
e.g forget your classmates names fro last year as have new ones for this year
proactive interference
when an old memory interferes with a new one e.g when you remember your old phone number rather then your new phone number
retrieval failure
info is stores in LTM but can not be assessed
forgettign due to this theory is a lack of cues
external enviorment was different at recall from how it was at coding
context dependent forgetting (external cues-factors of the environment)
can occur if enviorent is different in recall then when it was being learnt
godden and Baddley
Godden and Baddeley
carried out study on deep sea divers working underwater
divers given list of words to learn either underwater or on land
they then had to recall the words either underwater or on land
created 4 conditions
on land-on land
underwater-underwater
underwater-on land
on land-underwater
state dependent forgetting
this is where the mood/psychological state you were in is different to mood you were in when you were learning
carter and cassaday
created 4 conditons
affecting accuracy of eyewitness testimony-misleading information
loftus and palmer
wanted to see affect of leading questions on eyewitness testimony
45 students watched film clip of car accident and gave them questions about the accident
critcal question (leading question)was about speed
about how fast were the cars travelling when they hit one another
there were 5 groups each had different verb from hit e.g smashed
mean estimated speed was calcualted for each group
contacted=31.8mph
smashed=40.5mph
conclusion=leading questions bias EWT of an event
what did Bartley believe
memory is not like a camera and is vulnerable to inaccuracies due to previous experiences
what was loftus and almers second experiment
aim-support explanation
showed prticpants video of car accident ad changed verb yet again
however, also asked them if they recalled seeing broken glass or not
those who heard hit were less likley to report seeing broken glasss
those who heard smash were more liekly to report seeing broken glass
conclusion-leading question actually altered their memory of event
what is a standard interview
used in past by pilice for EWT
involves questions hich are breif, closed and direct
questions were not in chronological order
police would often interrupt witness and not let them expand questions any further
cogntive interview
method of interviewing to help them retreive more memories
there are 4 techniques
what are the 4 techniqes of cognitive interview
LION RRRR
Recretae context of orginal incident
Report every detail
Recall the event in different orders
Recall event from chnaged/different perspective
recreate context of orignal incident
witness should return to crime scene in mind e.g what they culd aee and emotions they were feelign
report every detail
what may seem as irrelevent, may act as trigger for important info
recall the event in different orders
pevent dishonesty
recall the event from a different perpective
may provide differrent retieval cues
retrieval failure
forgetting in LTM-retrieval failure
information stored in LTM but cannot be assessed
-forgetting is due to a lack in cues
-occurs when enviroment different at recall from how it was at coding
-e.g getting fewer marks in test when sat at shcool rather then home due to comfort of own home
retrieval failure
Context dependent forgetting-external cues(from environment)
State dependent forgetting-internal cues
context dependent forgetting
occurs when environment is different during recall then when it was when being learnt to recall
Godden and Baddeley
carried out study in deep sea divers
what was the procedure of godden and baddley study
divers learnt a list of words either underwater or on land
asked to recall either underwater or on land
study had 4 conditions
learn on land-recall on land
learn underwater-recall underwater
learn on land-recall underwater
learn underwater-recall on land
weaknesses of Godden and Baddeley study
artificial-in real life situations, dont remember list of words
memory used to remember more complex information
can be criticised as not reflective of real life memory
findings have low ecological validity
strength of Godden and Baddeley study
abernathy
found students performed better in tests if tests took place in same room
and if administrated by same instructor who had taught the information
supports theory of context dependent forgetting as shows recall worse when coding and recall environment are different
state dependent forgetting (internal cues)
occurs when mood or psychological state during recall is different from mood when learning
-carter and cassaday
-gave anti-histamine drugs for treating hay fever
had mild effect making participants feel drowsy
-creates different psychological state to normal state of being alert and awake
again 4 conditions
learn on drug-recall on it
learn on it-recall when not on it
learn not on drug-recall when on it
learn not on it-recall when not on it
godden and baddleys study
carried out study on deep sea divers
divers learnt a list of words either underwater or on rand
recall them either underwater or unland
4 conditons
learn underwater-recall underwater
learn on land-recall on land
learn underwater-recall on land
learn on land-recall underwater
carter and cassaday
gave anti histermine drugs for treating hayfewer
they had mild effect of making particpants drowsy
creates inter-psychological state different from normal state of being awake and alert
participants had to learn list of words
4 condtions
learn on drug-recall on drug
learn not on it-recall not on it
learn not on it-recall on it
learn on it-recall not on it
found wwhen cues are absent, there is more forgetting
accuracy of EWT:loftus and palmer
misleading questions
used 45 students
all had to watch a video clip of a car accident
asked quesitons
also asked them critical quesion(leading question)
how fast were the cars travelling when they hit eachother
there were 5 different groups and each group had a diffreent word to hit e.g smashed, contacted
mean estimated speed was calculated
contacted=31.8mph
smashed=40.5
leading questions bias EWT of an event
secnd study of loftus and palmer
support the substiitution explantion
did the same rocess of changing the verb in the critical quesion
also asked them do you recall seeing glass or not
the gorup with the word hit were less liekly to report broken glass then the gorup with the verb smashed
showed leading quesion is critical
altered peoples whole memory of event
what are the two types of interviews
cognitive
standard
standard interview
in past, police used standard interview of ewt
involved questions that were brief closed and direct
wasnt in chroniolical order
they would interuprt witnesses and not allow them to expand answers
cognitive interview
method of intervwieing eyewitnees to help them retirve more accrate memories
