psychology - memory Flashcards
What is the multi store model responsible for?
- used to infer how information is passed along in different stores e.g ltm and stm
- created by akirtson and shiffran
what is needed for information to go into STM?
Attention needs to be paid for information to go into our stm
what is the coding, capacity, duration for STM?
what happens to old information?
-coding is acoustically dissimilar
- capacity is 7+-2 items
- duration is 18-30 seconds
new info displaces the old info
what is needed for information to go from STM TO LTM
maintenance rehearsal is needed
What is the coding, capacity and duration for LTM?
what are the reasons for information not being accessible?
codding is semantic, capacity and duration is unlimited
it was never there in the first place, not enough rehearsal
What is a strength of the MSM?
EXPLAIN IN TERMS OF PEEL-
hint stores
p- a strength is that it easy to explain why there are two stores
E - badly did research we he found that people got mixed up on words sounding similar and words with similar meaning
E- So stm must be acoustic and ltm semantic
craik and Watkins evaluation on MSM
Shallice and Warrington evaluation of MSM?
Why is artificial tests a limitation?
P- one weakness is there is clear evidence provided by craik and Watkins for more then one rehearsals
E- they found that Elaborative rehearsal is needed for information to go into LTM
E however msm only focuses on maintenance
P- There is clear evidence provided by Shallice and Warrington for different stores
E study of patient KF who had amnesia and poor stm for digits but when recalled to himself he had better memory
E - this shows there are two stores visual and auditory L L so WMM is a better explanation
P -another limitation is the use of artificial tests
E this included badly use of meangless words and content symbols and numbers
E this does not reflect real life
what type of LTM holds information of knowledge
is it time stamped? How easy is it to remember?
semantic memory, combo of dictionary and encyclopaedia involves knowledge of how to apply to university
semantic memories are not time stamped and require conscious effort to recall
What type of LTM holds personal information?
is it time stamped? How easy is it to remember?
episodic memory holds information of our daily happenings like a diary for example recent dentist.
episodic memory are time stamped you remember when they happen. they require effort to remember.
what type of LTM holds memories for action and skills
is it time stamped? How easy is it to remember?
procedural memory holds information for action and skills for example how to drive a car.
they are not time stamped but are hard to explain like how to ride a bike they require no effort to remember
What does case study of hm and wearing show?
EXPLAIN IN TERMS OF PEEL
what did Tulving at el find?
Belleville findings?
TYPES OF LTM MEMORY
P- stegenth is that episodic memory supported by case study
E of hm and wearing who had brain damage and difficulty remembering events form the past but semantic memory remained unaffected.
E this supports the existence of episodic memories
P- another strength is that there is evidence to support different stores.
E Tulving at el did brain scans on participants while they did memory tasks he found the prefrontal cortex was highlighted for semantic and episodic memory. semantic was on the left episodic on the right
E shows a psychical existence of different stores
P- psychologists can use the different types of memories to improve peoples lives
E bellievle found that episodic memories can be improved for those older people with mild cog impairments
E distinguishing between different LTM allows development for treatment
limitation?
case study of types of memory
P - there is problem with clinical evidence
E - hm and wearings case study is too personalised and because they had brain damage it is not relaible
E- this therefore prevents reliable research
What is the working memory model for?
concerned with the part of the brain most active created by baddly and hitch
What is the episodic buffer
codding, capacity and duration
newest part of the model added in 2000
temp store
acts as a backup store links information
maintains time sequencing
Shallice and Warrington case study?
Braver supporting evidence?
Dual task performance (BADDLY)
TPYES OF MEMORY)
Episodic buffer?
P - Supports the separate stores study for case of KF
E - a case study of KF by Shallice and Warrington found he had poor stm ability for verbal information but could process visual easily
E - this shows that his phenological loop was daamged but other stores were fine showing evidence for other stores.
P - WMM is supported by braver
E - Braver used scanning devices like PET SCAN while partipcents carried out memory tasks
E - he found that the prefrontal cortex was highlighted during these tasks, This is valid as CE is most used during these tasks.
P - the VSS is supported by dual task performance for the existence of vss
E - Baldly at el found that patients had difficulty doing two visual tasks at the same time compared to one verbal and one visual
E - This because of dual task performance that shows two tasks that have the same will cause competition due to limited resource.
clarity over CE?
P - A limitation is that the CE lacks clarity
E - Cog psychologist state the CE is unsatfactory and does not explain anything they argue CE should be more specified then just attentive part and state there may be more components
E - This shows WMM is not fully developed
Interference when two pieces of information are in conflict-
forgetting occurs in our LTM because we cannot access the memories despite being there
when is interference most common?
when information is similar, this may be because the proactive information stored makes new information harder to store. info overwrites previous information
who was the study conducted by?
what was the procedure?
what was the results?
*INTERFERENCE
MCDONALD STUDY
MCDONALD AND MCGOEAH
participants had to learn words to 100% accuracy. they were given two word lists which was similar to some degree. group 1 learnt synomoms , group 2 learnt antonyms, group 3 no correlation
performance depended on second word list and the more similer material caused the worst recall, different material cause the mean to increase.
EVIDENCE FROM LAB STUIDES DEMONSTRATE INTERFERENCE IN MEMORY?
How does real life study support interference?
P - many lab studies have been conducted to research interference
E - example is McDonald and mcgoeah study most of these studies show interference is the main reason for forgetting in LTM
E lab studies have controlled settings so EV are controlled
P - Baddly and htich investigated interference
E - they asked rugby players to recall names of teams they played so far in the seasons
E - Accurate recall did not dependent how long it took most remembered the number of games played in the meantime. The model show how interfere can apply to at least some everyday situations.
ARTIFICAL MATRIAL?
TIME LIMIT
*INTERFERNCE
P - A limitation is that it used artificial material’s
E - The stimulus material used word lists which is more realistic then content syllables however still do not relate to meaningful real life words. for example in real life we remember peoples face, names
E - artificial material makes interference likely in lab settings
P - another limitation is the time limit between learning and recall
E - a partipcent may learn two word lists within 20 minutes, research shortens time period in how we learn which does not reflect real
E - in real life it varies and so cannot be generalised.
What is another explanation for forgetting and explain what it is?
retrieval failure which is due to lack of cues
Can lack of cues cause retrieval failure?
What was Tulving specific principle?
meaningful material?
non meaningful material?
when information is processing in the memory cues may be associated at the same time too if the cue is not available the memory may not be too so yes it can
encoding specific material - Tulving suggested cues can help retrieval if the same cue is present during learning and remembering the closer the cue is to the information the better the retrieval
- some cues are linked to the material to be remembered in a meaningful way for e.g cue stm may lead to remembering stm events
- the cues are also encoded at the time of learning but not in a meaningful way - context dependent forgetting - when memory retrieval is dependent on an external/environmental cues. Or state dependent forgetting - when memory is dependent on internal cue
who was the key study 2 done by
what was the procedure?
what was the outcome
retrival falliure godden and baddly
Godden and badly
cues were the context of where learning and recall took place on land or underwater. Deep sea divers learned word lists and later asked to recall.
group 1 learnt on land and recalled on land. Group 2 learnt on land and recalled underwater group 3 learn underwater recall on land group 4 learn underwater recall underwater
. When environmental context of learning and recall did not match recall was 40% lower then when they did match. When the external cues available at learning where different to the one recalled led to retrieval failure. This demonstrates context forgetting was due to information not being accessed because context cues did not match as learning
EYEWITNESS TESTOMENY MISLEADING INFORMATION.
LEADING QUESTION - RESPONSE BIAS EXPLANATION
SUBSTUATUE EXPLANTION
1) wording of a question has no enduring offset on eyewitness testimony of a event but influences that type of answer given.
2) Wording of question does affect eyewitness memory it interferes with original memory, distorting its accuracy
KEY STUDY 1 LOFTUS AND PALMER PROCEUDRE.
misleading information anxiety
45 PARTICIPENTS WATCHED FILM CLIPS OF CAR ACCIDENTS AND ANSWERED QUESTIONS ABOUT SPEAD; CRTICAL QUESTION; ABOUT HOW FAST WAS CARS GOING WHEN THEY HIT EACH OTHER?
FIVE GROUPS INSTEAD OF VERB; CONTACTED, BUMPED, HIT, COLDIED OR SMASHED
RESULTS OF KEY STUDY BY LOFTUS AND PALMER
VERB CONTACTED PRODUCED MEAN ESTIMATE SPEAD OF 31.8MPH FOR THE VERB SMASHED THE MEAN WAS 40.5
THE LEADING QUESTION BIASED RECALL OF AN EVENT VERB SMASHED SUGGESTED FASTER SPEAD
POST EVENT DISSCUSION
MEMORY CONFORMATION
MEMORY CONFORMITY
MEMORY CONFORMATION; When can witnesses discuss crime they mix misinformation from another witness in their own memory
. Memory conformity - witnesses go along with each other to win social approval or because they believe other person is righ
KEY STUDY 2 [POST EVENT]
. Key study 2 gabbert et l post event discussion - paired participants watched a video of the same crime but filmed so participants could see elements of event that others could not. Both parties discussed what they had seen of the video before individually completing a test of recall
Results - 71% of participants mistaking recalled aspects the event that did they not see but picked up on discussion. In controlled there was no discussion so no errors
ANXIETY NEGEITVE EFFECT.
who was the study by?
procedure?
- jhonson and scott
- participants sat in the waiting room believing they were going to take part in lab studies.
Each participant heard an argument in the next room. Low anxiety condition a man then walked through waiting room carrying a pen with grease in his hand. High anxiety condition, they heated argument was accompanied by a glass breaking a man then walked through with a paper knife and covered in blood. Participant then added to pick a picture of 50 people.
- participants sat in the waiting room believing they were going to take part in lab studies.
results of key study by jhonson and scott
results - 49 & of participants in low anxiety condition were able to identify him but in high anxiety only 33%
The tunnel theory argues the witness attention is on the waponn (weapon focus) source of danger
key study 2 posive effect of anxieity
who was the study by
- youlive and cutshell
- part in the study
Participants interviewed 4 - 5 months after the incident accounts compared to the police interviews at the time of shooting.
Witness recalled how stressed they felt at the time of interview.
Witnesses were very accurate ad there was little change after 5 months some details are less accurate like colour of items
Highest level of stress was 88% accurate compared to 75% of the less stressed group
interveted u theory
affects memory
- yerkes and dodson argue relationship between perosn and stress is cviculler rather than linear.
affects memory- deffenbacher found lower levels of anxiety did produce low levels of recall accuracy. Recall increases when anxiety is up at an optional point. Drastic decline if it is above optimum levels.
Limitation of the eyewitness; anxiety evaluations?
- unethical.
- test surprise not anxiety pickle
- intervened u too simplistic
- demand characteristics
- lack of control over variables
codding, capacity, duration
codding study by baddly
- codding refers to the format or type of information is stored,
baddly study found in his study stm had a codding of acoustic because ppl got mixed up on recalling words straight after. ltm is semantic because people got mixed up after 20 minutes after
codding, capacity, duration
capacity study by Jacobs, miller
capacity can refer to the volume of information which can be kept in memory store at one time.
miller found stm can hold 7 plus - 2 items while ltm is unlimited. this based on the idea everything comes in 7. this can be reduced by chucking method which improves recall.
Jacobs also found mean letter spam was 7.3 and digital spam was 9.3
codding, capacity, duration
study of duration by Peterson and Peterson and Barihick
duration refers to the amount of time that information can be stored in each memory store. 18 - 30 seconds.
Peterson and Peterson found that increasing retention intervals decreased accuracy of recall of content syllables. counting backwords and recalling words after 3 seconds 80% accuracy after 18s 10% recall.
