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Psychology > Paper 1 Memory > Flashcards

Paper 1 Memory Flashcards

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1
Q

What are the 5 stages of memory?

A
  1. Input (Info enters the memory process using all 5 senses)
  2. Encoding (The way info is represented in the memory store)
  3. Storage (Holding info until it is needed)
  4. Retrieval (Locating info in memory and getting it out when needed)
  5. Output (Memories)
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2
Q

Define Sensory memory?

A

A number of memory stores which hold incoming sensory information for very short periods of time

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3
Q

Define STM?

A

Situations/ events that take place in the present or immediate past

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4
Q

Define LTM?

A

Events that occurred in the distant past

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5
Q

Define Capacity?

A

How much memory can be stored

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6
Q

Define Duration?

A

How long the memory lasts

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7
Q

Encoding

A

The way in which information is changed so that it can be stored in the memory. 3 main ways: visual, acoustic, semantic

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8
Q

Define Attention?

A

The cognitive process of selectively concentrating on one aspect of the environment while ignoring other things

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9
Q

Define Rehearsal?

A

Repetition of information

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10
Q

Sensory memory- duration, capacity and encoding?

A

Duration: Millieseconds/ brief
Capacity: Very large
Encoding: Multimodal/ sense specific

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11
Q

STM memory- duration, capacity and encoding?

A

Duration: 18 seconds
Capacity: 7+/- 2 items
Encoding: Acoustic

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12
Q

LTM memory- duration, capacity and encoding?

A

Duration: Unlimited
Capacity: Unlimited
Encoding: Semantic

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13
Q

STM- Who conducted research into duration, capacity and encoding?

A

Duration: Peterson and Peterson
Capacity: Jacobs
Encoding: Baddeley

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14
Q

LTM- Who conducted research into duration, capacity and encoding?

A

Duration: Bahrick
Capacity: N/A
Encoding: Baddeley

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15
Q

Describe the multistore model of memory?

A

It is a linear model that explains the process of creating a memory.
It consists of 3 stores which are unitary and separate and 4 processes.
Information from the environment enters the sensory memory store (key features). Information then enters STM (Key features) through the attention process which selects what information will pass into STM by filtering out unnecessary information. To enter LTM (Key features) memories go through maintenance rehearsal, the more it’s rehearsals the better it can be remembered. In order to get information out of LTM back into STM it must go through the retrieval process.

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16
Q

Evaluate the MSM?

A

Positive: Serial position effect
Positive: Brain damage case studies
Negative: Flashbulb memory
Negative: KF case study

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17
Q

Describe the working memory model?

A

Only a model of short term memory.
Information enters the central executive through the attention process in which it is then directed to one of 3 slave store; phonological loop, visuo-spatial sketchpad or the episodic buffer.

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18
Q

Features of the central executive?

A 
Directs attention to particular tasks.
Controls the other slave systems.
Determines how resources will be allocated.
Drives the system.
Decides how attention is directed.
Allocates the resources.
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19
Q

Features of the phonological loop?

A

Controls auditory information.
Subdivided into the phonological store (Inner ear) and the articulatory process (Inner voice)
Inner ear: holds info in speech based form for 1-2 seconds.
Spoken words enter directly.
Eg. Listen to someone speak.
Inner voice: written words enter indirectly after being converted sub-vocally.
Rehearsal takes place here.
Eg. Read a book.

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20
Q

Features of the Visuo-spatial sketchpad?

A

Processes visual and spatial info.
How things look and where they are, relationship between things.
Holds info for a very short time.
Eg. Catching a ball.

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21
Q

Features of the episodic buffer?

A

General store.
Added later to account for things that use both visual and acoustic info at the same time eg. Watching TV
Has limited capacity.
Combines both stores.

22
Q

Evaluate the WMM?

A

Positive: Supporting research from dual task studies
Positive: Supporting evidence from KF case study
Negative: The idea of the central executive is vague and limited
Negative: Fails to account for musical memory

But overall it has been extremely influential as it shows more depth than the MSM eg. Shows subdivisions

23
Q

Explain semantic LTM?

A 
Responsible for storing information about the world.
Eg. London is the capital of England.
Involves conscious/explicit thought.
Generally begins as episodic.
Knowledge shared by everyone.
24
Q

Explain episodic LTM?

A

Responsible for storing information about events we have experienced.
Eg. Memory of the first day of school.
Involves conscious/explicit thought.
Events personal to you.
May recall the context surrounding the event or the associated emotions.

25
Q

Explain procedural LTM?

A

Responsible for knowing how to do things.
Eg. Knowledge of how to ride a bike.
Involves unconscious/implicit thought.
Typically acquired through repetition and practice.
Automatic so we can focus attention on other tasks while performing these everyday skills.
We’re less aware of them as they become automatic.

26
Q

Evaluate different types of LTM?

A

Positive: Supporting evidence from brain scans for the distinction between the different types.
Positive: Case study of HM
Negative: Lack of evidence to distinguish between episodic and semantic
Positive: Real life application

27
Q

Which brain area is each type of LTM linked to?

A

Episodic- hippocampus
Semantic- temporal lobe
Procedural- cerebellum

28
Q

What is forgetting?

A

The inability to remember.

29
Q

What is the interference theory?

A

Forgetting occurs because memories interfere with and disrupt one another.
Occurs when info is similar.

30
Q

What is proactive interference?

A

When you can’t learn a new task because an old task has been learned.
What you already know interfere with what you are currently learning.
Old memories disrupt new memories.
Eg. Forgot a new pin code and enter your old one.

31
Q

What is retroactive interference?

A

You forget an old memory due to the learning of a new task.
New learning interfere with previous learning.
New memories disrupt old memories.
Eg. Forget your old phone number due to your new one.

32
Q

Evaluate interference theory?

A

Fill in

33
Q

What is retrieval failure? (Cue dependent forgetting)

A

When you go to retrieve information but it can’t be accessed due to the absence of cues although it is available.

34
Q

What is a cue?

A

Things that serve as a reminder, clue, prompt or hint.

35
Q

What is the encoding specificity principle?

A

In order for a better chance of retrieval, cues present when a memory was made should be present at retrieval.

36
Q

What’s a state cue?

A

Internal cue.
Dependent on what state you’re in when the memory is made.
Eg. Drunk, physical, emotional.

37
Q

What’s a context cue?

A

External cue.
Dependent on the environment you’re in when the memory is made.
Eg. Smell, place eg. On land vs underwater.

38
Q

Evaluate retrieval failure?

A

Fill in

39
Q

What’s eyewitness testimony?

A

Evidence provided in court by a person who witnessed a crime with a view to identify the perpetrator of the crime.

40
Q

Define leading question?

A

A question that either but it’s form or content suggests to the witness what answer is desired or leads him/her to the desired answer.

41
Q

Define Post-event discussion?

A

A conversation between co-witnesses or an interviewer and an eyewitness after a crime has taken place which may contaminate a witness’ memory of the event.

42
Q

Define anxiety?

A

Unpleasant, emotional state often accompanied with an increasing heart rate or rapid breathing.

43
Q

Define misleading information?

A

Supplying information that may lead a witness’ memory for a crime to be altered.

44
Q

Misleading information- APFC for Loftus and Palmer’s study?

A

A: To investigate the effect of leading questions on the accuracy of EWT
P: 45 American students. Opportunity sample. Lab experiment. 5 conditions. Watched a video clip of a car crash and estimate the speed in mph. For each condition, a different verb was used to describe the car crash- smashed, bumped, hit, collided, contacted.
F: smashed- average 40.8 mph
contacted- average 31.8mph
C: the more intense the verb the higher speed estimate. Negative effect on the accuracy.

45
Q

Evaluate the effects of misleading information on EWT?

A

Positive:

46
Q

Anxiety- APFC for Loftus’ study?

A

A: To investigate the effect of anxiety on the accuracy of EWT.
P: p asked to sit in a waiting room waiting for exp to begin. High anxiety group heard a hostile argument, smashed glass and seen a man exit the room with bloody hands and a knife. Low anxiety group heard a friendly conversation about equipment failure seen a man exit with greasy hands and a pen. P asked to identify the man from 50 photos.
F: high anxiety- 33% recall
Low anxiety- 49% recall
C: high anxiety levels lower the accuracy of EWT. Attention was drawn to the weapon the knife and neglected the mans identity (weapon effect).

47
Q

Evaluate effects of anxiety on the accuracy of EWT?

A

Fill in

48
Q

Define cognitive interview?

A

Procedure used by police to help eyewitnesses recall information more accurately. It involves a series of memory retrieval and communication techniques.

49
Q

What are the 4 parts of a CI?

A

Context reinstatement- mentally reinstate yourself into the context of the incident. Recall the scene what you were thinking/ feeling the weather?
Report everything- report every detail even KF it seems trivial. Unimportant detail may trigger key info.
Changed perspective- imagine the incident from someone else’s perspective. Describe what they might have seen.
Reverse order- report the incident in a different order moving backwards and forwards in time.

50
Q

Cognitive interview- APFC for Geiselman?

A

A: investigate the effectiveness of the CI
P: p watched a film of a violent crime. 48 hours after policeman interviewed them using CI, standard interview or hypnosis. Number of facts accurately recalled and number of errors were recorded.
F: CI produced the most accurate recall followed by hypnosis then standard interview.
C: CI leads to better memory for events with witnesses able to recall more relevant info compared to a traditional interview method.

51
Q

Evaluate the effectiveness of CI on the accuracy of EWT?

A

Fill in

Psychology (8 decks)

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