PSYC2050 - Wk9 LTM Encoding & Retrieval

Question 1

What are misinformation effects?

Answer 1

When incorrect information given during questioning can reduce memory accuracy

Question 2

What is an example of a misinformation effect?

Answer 2

Asking: did the blue car turn right? (When it was actually a green car)

Question 3

What is an example of recovered memories (Braun et al., 2002)?

Answer 3

Ps rated advertisements and then 16% claimed to met Bugs Bunny at Disneyland (impossible)!

Question 4

How have false memory effects been recreated in the lab by Deese, Roeidger & McDermott?

Answer 4

Ps study a list of related words - bed, dream, wake, tired, blanket, yawn
About 50% of the time, Ps falsely recall and recognise sleep as being on the list

Question 5

What do false memory and misinformation effects suggest about how memory works? 2

Answer 5

It is a reconstructive process & it is difficult to recover accurate source info

Question 6

How do researchers advise that courts approach repressed memories?

Answer 6

They recommend independent objective evidence be found before courts rely on reported memory

Question 7

What is levels of processing theory?

Answer 7

Deeper levels of processing, more semantic, are what gets information stored in LTM and keeps it there.

Question 8

What are three ways Craik (1977) used orthographic, phonological and semantic study tasks?

Answer 8

Orthographic: is it lower/upper case?
Phonological: FROG - does it rhyme with DOG?
Semantic: is it a living thing?

Question 9

Why does intentional learning produce the same accuracy as semantic study?

Answer 9

Because people are experienced at memory. We know how to remember things.

Question 10

How do Jacoby, Craik & Begg (1979) show that deeper semantic analysis leads to better memory? [3: task, result, why]

Answer 10

Ps study task: imagine object and evaluate size differences. Unexpected test showed better memory for smaller size differences. Less obvious size differences required deeper processing about the object: better memory.

Question 11

Why is there better memory for more elaborate study tasks, like “the great bird swooped down and carried of the struggling ____{chicken}”? 2

Answer 11

More connections provide more retrieval cues and paths

Question 12

What are 3 things elaborating processing is associated with?

Answer 12

Organisation, chunking, understanding (interpretation)

Question 13

What is a problem with LOP theory?

Answer 13

Circular argument which doesn’t really explain what good memory is

Question 14

What are two approaches which have to tried to quantify depth of processing, and separate it from ‘good memory’? And what does each show?

Answer 14

Is it processing time? No, it doesn’t take longer (Craik & Tulving, 1975)

Is processing difficulty the critical factor? No, difficult orthographical tasks did not improve memory

Question 15

What is an example of a difficult but superficial task which does not improve memory?

Answer 15

Does the word WITCH match CCVCC?

C= consonant
V= vowel?

Question 16

Does distinctiveness work just as well as semantic processing for memory?

Answer 16

Yes, Eysenck & Eysenck (1980) show that distinctiveness produces better recognition for semantic and non-semantic encoding.

Question 17

How do connections and relationships support retrieval?

Answer 17

Provide retrieval paths and cues, which help access memory of the study phase

Question 18

How does distinctiveness help performance in a recognition test?

Answer 18

Helps discrimination among similar or related items

Question 19

How did Cahill & McGaugh use slide shows of graphic surgeries to operationalise emotional learning? And what where the results on memory?

Answer 19

They told one group it was real, and the other that it was faked. The real group had better memory for the emotional material.

Question 20

What are two ways emotion can create better memory?

Answer 20

1. Increases arousal which increases attention. Remember what is attended strongly.
2. Highlights what events are important. Eg. Emotions induced after study task still show strong effect.

Question 21

What are flashbulb memories?

Answer 21

Detailed memories from major or disturbing events

Question 22

Are flashbulb memories different to regular memories?

Answer 22

No they decay similarly, but people just have more confidence in flashbulb memories.

Question 23

What did Levine et al find predicts how 9/11 memories for distress changed over time?

Answer 23

Current appraisal of importance of the attack

Question 24

Is decay a major cause of forgetting?

Answer 24

No! Many memories are intact but just not accessible.

Question 25

What did Tulving (1967) find about multiple study and recall attempts with a list of 36 words? 2

Answer 25

On each recall attempt, Ps remembered about 4 words they had not recalled on the previous test. But they also forgot about 4 words from the last test.

Question 26

What is transfer appropriate processing?

Answer 26

Transfer is best when test processes overlap with processing at study.

Question 27

How did Baddeley and Godden investigate state dependent learning with divers?

Answer 27

divers studied a test underwater or on land. They did better on the test when it was taken in the same place they learnt it.

Question 28

How can schemas affect encoding and retrieval?

Answer 28

Repeated testing over time can cause people to encode info so it is more consistent with their own schemas.

Question 29

How did Bartlett use cultural folk-tale to show the reconstructive process of memory?

Answer 29

Ps studied a Native American folk-tale, over time they modified the story to fit familiar elements of their own culture.

Question 30

What are indirect (1) and direct test effects (2)?

Answer 30

Indirect: students study more if they have a test.
Direct: additional encoding of material encountered or retrieved during tests; & effects of tests on ease of retrieval

Question 31

What are two aspects of testing which show improved learning?

Answer 31

Early testing and more frequent testing (Spitzer, 1939)

Question 32

When do multiple choice questions work best?

Answer 32

When they get people to make retrieval efforts

Question 33

What does Bork think is the most important condition for testing effects?

Answer 33

Retrieval has the best effects when material is not already in WM