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Psychology - Memory Flashcards

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1
Q

What does the Multi-Store Model of Memory describe?

A

The MSM describes memory as having three stores: sensory register, short-term memory (STM), and long-term memory (LTM).

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2
Q

Who proposed the Multi-Store Model of Memory?

A

Atkinson and Shiffrin (1968).

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3
Q

How is information passed through the stores in the MSM?

A

Information passes linearly through the sensory register, STM, and LTM.

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4
Q

What is the duration of the sensory register?

A

¼ to ½ second.

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5
Q

What is the capacity of the sensory register?

A

Very large, holding all sensory experiences.

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6
Q

How is information encoded in the sensory register?

A

Sense-specific (e.g., visual for sight, acoustic for sound).

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7
Q

What is the duration of STM?

A

0–18 seconds.

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8
Q

What is the capacity of STM?

A

7 ± 2 items (Miller’s Law).

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9
Q

How is information encoded in STM?

A

Mainly acoustic.

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10
Q

What is the duration of LTM?

A

Unlimited.

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11
Q

What is the capacity of LTM?

A

Unlimited.

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12
Q

How is information encoded in LTM?

A

Mainly semantic (based on meaning), but also visual and acoustic.

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13
Q

How does information move from the sensory register to STM?

A

By paying attention to sensory input.

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14
Q

How does information move from STM to LTM?

A

Through rehearsal, especially maintenance rehearsal.

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15
Q

How is information lost from STM?

A

Through displacement (new information replaces old) or decay (information fades).

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16
Q

What is maintenance rehearsal?

A

Repeating information to keep it in STM or transfer it to LTM.

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17
Q

What is a strength of the MSM?

A

It provides a clear structure of memory, allowing further research and testing.

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18
Q

Why is the MSM criticized as oversimplified?

A

It treats STM and LTM as unitary stores, ignoring their complexity.

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19
Q

What criticism of MSM relates to the importance of interest?

A

People often remember meaningful or interesting information better than rehearsed information, showing that attention and meaning affect memory.

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20
Q

What does the serial position effect show?

A

It shows better recall of words at the beginning (primacy) and end (recency) of a list, supporting separate STM and LTM stores.

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21
Q

How did Glanzer and Cunitz study memory?

A

They observed the serial position effect in word recall tasks.

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22
Q

What did the KF case study reveal?

A

KF’s STM was impaired by a motorcycle accident, but his LTM remained intact, supporting separate memory stores.

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23
Q

What memory issue did HM experience?

A

HM had intact STM but could not form new LTMs after brain surgery, supporting the MSM.

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24
Q

What is episodic memory?

A

Memory for personal experiences or events, involving conscious thought.

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25
Q

What is semantic memory?

A

Memory for general knowledge about the world, involving conscious thought.

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26
Q

What is procedural memory?

A

Memory for motor skills and actions, which is unconscious and automatic.

27
Q

What distinction did Tulving make about LTM?

A

He separated LTM into episodic, semantic, and procedural memory.

28
Q

What is declarative memory?

A

Memory involving conscious recall of facts or events, including episodic and semantic memory.

29
Q

Give an example of procedural memory.

A

Knowing how to ride a bike or tie your shoes.

30
Q

Give an example of episodic memory.

A

Remembering your first day at school.

31
Q

What is the Working Memory Model (WMM)?

A

Proposed by Baddeley & Hitch (1974).
Replaces unitary STM with an active system for short-term storage and processing.

32
Q

What is the role of the Central Executive in WMM?

A

Supervises attention and directs slave systems.
Processes all sensory information.
Limited capacity, handles one task at a time.

33
Q

What are the components of the Phonological Loop?

A

Phonological store: Holds words heard (inner ear).
Articulatory process: Rehearses words (inner voice).

34
Q

What does the Visuospatial Sketchpad (VSS) do?

A

Temporarily stores visual and spatial info.
Visual cache: Stores visual data (form and color).
Inner scribe: Records spatial arrangement, transfers info to the Central Executive.

35
Q

What is the role of the Episodic Buffer?

A

Temporary backup store.
Links working memory components to LTM.

36
Q

What evidence supports the WMM?

A

Dual-task studies: Easier to do visual + verbal tasks than two visual tasks.
KF case study: Verbal STM damaged, visual STM intact → separate systems.

37
Q

What are the limitations of the WMM?

A

Central Executive’s role is unclear. Doesn’t explain how working memory links to LTM.

38
Q

What is interference?

A

Forgetting due to confusion between similar pieces of information in LTM.

39
Q

What are the types of interference?

A

Proactive interference: Old info disrupts new learning.
Retroactive interference: New info disrupts old memories.

40
Q

What evidence supports interference theory?

A

Chandler (1989): Learning similar materials (e.g., French & Spanish) increases interference.
Postman (1960): Learning a second word list reduced recall of the first (retroactive).

41
Q

What are the limitations of interference theory?

A

Lacks detail on cognitive processes.
Lab tasks have low real-life applicability.

42
Q

What is retrieval failure?

A

Forgetting occurs when retrieval cues for LTM are absent.

43
Q

What are the types of retrieval cues?

A

Context cues: External environment (e.g., place, smell).
State cues: Internal state (e.g., mood, intoxication).
Organization cues: Structured triggers (e.g., categories).

44
Q

What evidence supports retrieval failure?

A

Baddeley (1975): Divers recalled better when learning and recall environments matched.
Goodwin (1969): Info learned drunk was recalled better when drunk.

45
Q

What is an example of retrieval failure in real life?

A

Childhood memories are often triggered by returning to childhood homes or school reunions.

46
Q

What are the strengths of retrieval failure?

A

Supported by lab and real-life evidence.

47
Q

What are the limitations of retrieval failure?

A

Lab studies may lack ecological validity.

48
Q

What was the aim of Loftus and Palmer’s study on misleading information?

A

Investigate how misleading information distorts eyewitness testimony.

49
Q

What was the procedure of Loftus and Palmer’s study?

A

Opportunity sample of 45 American students.
Laboratory experiment with independent measures design.
Participants watched car accident slides and answered questions.
Critical question: “About how fast were the cars going when they [verb] each other?”
Verbs included: hit, smashed, collided, bumped, contacted.

50
Q

What were the findings of Loftus and Palmer’s study?

A

Speed estimates varied based on the verb used.
“Smashed” produced the highest speed estimates.
Other verbs (e.g., “hit,” “contacted”) resulted in lower estimates.
The verb influenced participants’ memory of the accident.

51
Q

What are the strengths and limitations of Loftus and Palmer’s study?

A

Strength: High replicability due to standardized procedures.
Limitations:
Low ecological validity (video lacks emotional impact of real accidents).
Sample bias (students may lack driving experience, influencing speed estimates).

52
Q

What is the Yerkes-Dodson Curve?

A

Describes how anxiety affects EWT accuracy.
Low and high anxiety → less accurate recall.
Moderate anxiety → optimal recall accuracy.

53
Q

How does weapon focus affect eyewitness testimony?

A

Anxiety from a weapon draws attention to it, reducing recall of other details.

54
Q

What did Clifford and Scott (1978) find about anxiety and memory?

A

Participants who viewed a violent attack recalled fewer details than those who saw a less stressful version.

55
Q

What did Yuille and Cutshall (1986) find about real-life EWT?

A

Canadian shooting witnesses showed high recall accuracy even after 5 months.
Stress levels did not reduce recall; witnesses with higher stress had better recall.

56
Q

What are the strengths and weaknesses of Yuille and Cutshall’s study?

A

Strength: High ecological validity (real-life event).
Weakness:
Extraneous variable: Witnesses closer to the event (high stress) had better recall.

57
Q

How does surprise challenge anxiety-based EWT findings?

A

Pickel’s study: Poor recall may stem from surprise (not anxiety).
Example: Identification was least accurate with unexpected objects (e.g., raw chicken).

58
Q

What is the purpose of the cognitive interview?

A

A police technique to improve witness recall by recreating the original context.

59
Q

What are the techniques used in the cognitive interview?

A

Context Reinstatement:

Mentally recreate the environment and emotional state during the incident.
Provides emotional and contextual cues for recall.
Recall from a Changed Perspective:

Describe the event from another person’s viewpoint.
Disrupts the influence of schemas on recall.
Recall in Reverse Order:

Describe events in a different order (e.g., end to beginning).
Prevents reliance on schemas.
Report Everything:

Recall all details, even seemingly irrelevant ones.
Interconnected memories may trigger more information.

60
Q

What are the additional features of the Enhanced Cognitive Interview?

A

Encourage the witness to relax and speak slowly.
Clarify statements with supportive comments.
Adapt questions to the individual’s understanding.

61
Q

What are the limitations of the cognitive interview?

A

Time-consuming to conduct and train officers.
Some elements (e.g., “report everything” + “context reinstatement”) are more effective than others.

62
Q

What did Geiselman (1985) find about the cognitive interview’s effectiveness?

A

Participants watched a violent crime and were interviewed after 48 hours using:
Cognitive interview: 41.2 facts recalled.
Hypnosis: 38.0 facts recalled.
Standard interview: 29.4 facts recalled.

63
Q

What are the strengths and weaknesses of the cognitive interview?

A

Strength: Produces better recall than standard techniques.
Weaknesses:
Requires extensive training (time and cost).
Police may not use the full version, reducing effectiveness.

Psychology (32 decks)

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