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Psychology - memory > Researchers > Flashcards

Researchers Flashcards

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1
Q

Atkinson and Shiffrin (1968)

A
  • came up with the multi -store model.
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2
Q

Crowder (1993)

A

Divided sensory register

  • iconic > 500 milliseconds (Walsh & Thompson)
  • school > 2/3 seconds
  • supports that info is coded into different memo stores
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3
Q

Javitt et al (1996)

SR

A
  • capacity is biological
  • relates to efficiency of the nervous system
  • includes individual differences
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4
Q

Baddeley 1996

Acoustic & semantic

A
  • acoustic and semantic in LTM and STM
  • 75 pps
  • 1 of 4 word lists
  • list with similar acoustic words (sound) 10%
  • list w/ similar semantic words ( meaning) 55%
  • rearrange original words
  • LTM (2o min break)
  • confusion = coded
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5
Q

Miller 1956

A

Chunking 5-9
Increases STM capacity
- words grouped together.

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6
Q

Peterson & Peterson

DURATION OF STM

A

Read nonsense trigrams 2 pps

  • got them to count backwards from a large number
  • 90% trigrams recalled after 3 secs
  • 5% @ 30 secs

HOWEVER
- may be due to interference between trigrams
- lacks Eco validity
-

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7
Q

Bahrick et al ( 1975)

A 
400 pps 
- 17-74
- photos and list of names - some ex school friends
Asked to identify them
-left high skl 15 yrs - 90% identified
- left  48 years - 80% name 70% face

SUPPORTS LTM IS LONG LASTING

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8
Q

Baddeley and Hitch (1974)

A

Argued STM was more complex then transferring info to LTM.

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9
Q

Baddeley (1996)

A

Pps found it difficult to multi task

- suggests CE can only handle one task at a time due to its limited capacity.

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10
Q

Baddeley (1986)

Phonological loop

A

Divided PL into 2
- Primary acoustic store - takes in what is recently heard.

  • Articulatory process - linked to speech production. (Repetition of sub-vocal in PL keeps info).
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11
Q

Baddeley et al

PL

A

The capacity of PL is set by how long it takes to say a word.

Pps recalled more short words than long words.

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12
Q

Tulving 1989

A

Investigated the differences in processing semantic and episodic memory.

  • used 6pps he knew
  • 8 episodes 4 semantic 4 episodic - 80 seconds each
  • injected radio active gold.
  • found Episodic and semantic are involved with different brain Aires suggesting they are separate.
  • 3/6 showed differences in processing.
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13
Q

Vicari et al (2007)

Case study

A

8 year old CL suffered from brain damage

  • lead to a faulty LTM - could not make episodic memories
  • BUT could make semantic memories
  • SUGGESTS THE TWO STORES ARE DIFFERENT.
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14
Q

Clive Wearing

Case study

A

Virus - brain damage - amnesia

  • damaged LTM , could not remember anything after the Virus.
  • procedural memory still intact - can play the piano without knowing it.
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15
Q

Underwood &Postman (1960)

A
  • pps asked to use a list of word pairs
  • presented with first word (stimulus) and must recall the paired word.
  • another list with same stimulus word that has a different pair.

Retroactive - recall 2nd pair
- proactive - recall first pair

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16
Q

Baddeley and Hitch 1977

A
  • real life study
  • rugby
  • interference better explanation of just passing of time?
  • rugby players asked to recall the teams they had played in the last season
  • some players hadn’t played for a while
  • player who hadn’t played much games - better recall
  • no new games to interfere with the old.

recall does not depend on passing time

17
Q

Godden & BAddeley

Retrieval failure.

A

Got divers to learn words either
- on land or under water

  • recall was worse wen it was recalled in different context
  • eg: recalling on land when it was learned under water.
18
Q

Tulving + pearlstone 1966

A

48 words 2 learn

  • 12 cats
  • heading for each cat
  • pps who had headings for cues recalled more.
  • pps who facilitated recall - worse.
  • suggests cues help recall.
19
Q

Bartlett 1932

A

Schemas

  • ‘the war of the ghosts’
  • western pps recalled war not ghosts as they could associate themselves with it more.
  • supports schemes can interfere with recall.
  • schemas can direct response
  • schemas can leave out information individual deems unnecessary
20
Q

Loftus and Palmer (1974)

Exp 1

A

To see whether pps watching a video of speeding cars could be influenced by
-MISLEADING QUESTIONS .

9 pps X5 conditions =45 pps

  • watched the same video.
  • question: how far were the cars going when they ……
  • pps estimated differently for different words.
  • intensity of word-
  • hit = 34 mph
  • Smashed = 40 mph

-LEADING QUESTIONS = FALSE MEMORY

21
Q

Exp 2

A

150 students

  • 50 had question with word ‘contacted’ ‘smashed’
  • 50 controlled
  • key q “was there any glass” (there was none)
  • pps more likely to falsely recall broken glass with the word “smashed”

-MISLEADING INFO in the form of POST EVENT.
Can cause false memory

22
Q

Loftus & picrell 2003

A
  • 120 pps who went to Disneyland as a child
  • 4 conditions
  • read a fake magazine with bugs bunny
  • ready a fake mag with Bb and saw a cardboard figure

30-40 % recalled meeting be when they didn’t.

Post event info - false memory
Pictorial suggestions - false memories

APP : ADVERTISERS USE NOSTALGIC IMAGES
CREATES FALSE POSITIVE MEMOS.

23
Q

Lotus et al 1987

A

Person carrying a weapon

The weapon will be focuses on more than the details of the person.

Hard for them to recall.

Anxiety > decreases recall.

24
Q

YERKES DODSON INVERTED U

A

Moderate amounts of anxiety - improve recall

  • further anxiety = decline in recall
25
Q

Geisel man

& fisher (1992)

A

Came up with the CI

Cognitive interview.

Works best if interviewed shortly after crime.

ECI - enhanced
MCI - modified - for children.

26
Q

Gobbert 2003

A

Repeat interviewing

  • pps in pairs - same video
  • control recalled straIght away
  • exp discussed before recalling
  • 71% inaccurate recall.
  • recalled from discussion. Not video.
27
Q

Loftus & Burns

A

Pps showed video of boy shot in the face

Lead to impaired recall of events running up to violent bit.

Psychology - memory (2 decks)

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