Psychology A1 - concept two - cognitive

Question 1

remembering

Answer 1

-we retrieve information from a memory store = remembering
-two forms of remembering
1. recall
2. recognition

Question 2

free recall

Answer 2

-recall piece of information when we retrieve it from memory store without ‘assistance’
-example, research study, pps might read a list of words, put list away and try to recall the words from memory

Question 3

cued recall

Answer 3

-only recall something is we get assistance from cue
-shows we have more in our memory than we can usually access
-when we recall something, assume we forgot it
-when right cue appears we remember the information, shows it has been stored all along

Question 4

recognition

Answer 4

-remember something because we’ve encountered it before
-example, might be able to recall the name of someone we went to school with 30 years ago but we would recognise it if we heard it
-recognition demonstrates that we store more in LTM than we can immediately retrieve

Question 5

cues

Answer 5

-important in remembering, contribute to superior retrieval
-can be meaningful or not meaningful

Question 6

meaningful cues

Answer 6

-learn a cue at same time as you learn other material about something
-example, STM = cue, cue contains letter ‘S’ which triggers retrieval of short, this triggers retrieval of other stored knowledge about STM

Question 7

cues without meaningful

Answer 7

-learned at same time as you learn about/experience something (association)
-emotions can act as cues, remembers times when the person experiences similar emotions

Question 8

evaluation: practical applications (+)

Answer 8

-practical applications of retrieval cues
-mnemonics are a method of improving memory based on cues
-mnemonics = BIDMAS
-trigger retrieval of information stored in LTM
-shows how understanding the role of cues can help improve memory

Question 9

evaluation: research support (+)

Answer 9

-support for cues from many studies
-example, pps in one study had to learn and remember lists of words (Tulving and Pearlstone 1966), words came from distinct categories
-recalled lists, some pps were given headings as cues, others not
-cued-recall pps remembered more than non-cued pps
-shows that cues are important in retrieving memories that would be forgotten, cued recall = superior to free recall

Question 10

evaluation: cues aren’t always useful (-)

Answer 10

-some cues aren’t very important in everyday remembering
-context-related cue is that environment in which you learn acts as a cue to retrieval
-however, context-related cues aren’t as powerful as meaningful cues, rare that two contexts are similar
-not all cues are equally important, some are useless in everyday situations