Short and Long term memory Flashcards

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1
Q

What does capacity refer to in memory?

A

The measure of how much can be held in memory - represented in bits of info such as numbers of digits.

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2
Q

What is the capacity of the LTM?

A

Potentially infinite

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3
Q

Who assessed the capacity of the STM?

A

Joseph Jacobs (1887)

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4
Q

How was the capacity of the STM assessed?

A

Using digit span

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5
Q

What were the findings of Joseph Jacob’s research into the capacity of the STM?

A

The average span for digits was 9.3 & 7.3 for numbers.
Presumably, because there are 26 different letters compared to 9 different digits.

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6
Q

What did George Miller (1956) find in relation to the capacity of the STM?

A

Wrote an article called ‘The magic number’ after reviewing psychological research + concluded that the span of immediate items is approx. 7. He noted that ppl could count seven dots flashed onto a screen but not much more than that, which is the same for musical notes, letters and words. thus resulting in the magic number 7 +/- 2.

Miller also found that ppl could recall 5 words as well as they can recall 5 letters suggesting that we chunk things together + can remember more.

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7
Q

AO3: Capacity of STM - individual differences

A

STM capacity can vary between individuals, with some people having a larger capacity than others. This may be related to factors such as age, intelligence, and cognitive abilities. For example, research has shown that younger adults tend to have a larger STM capacity than older adults.

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8
Q

AO3 weakness: Capacity of STM - interference

A

STM capacity can be affected by interference, which is when competing information interferes with the ability to remember information. For example, if a person is trying to remember a phone number while also listening to a conversation, the conversation may interfere with their ability to remember the number. This can lead to decreased STM capacity and difficulty in remembering the information.

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9
Q

AO3 weakness: Capacity of STM - more limited

A

Miller’s original findings haven’t been replicated. Cowan (2001) reviewed a variety of studies on the capacity of the STM + found that STM is likely to be limited to about 4 chunks. Vogel et al. (2001) conducted the same research on visual memory and also found that the limit was approx. 4 items. Making the lower end of Miller’s range more accurate.

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10
Q

What is duration in memory?

A

A measure of how long a memory lasts before it’s no longer available.

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11
Q

Who studied the duration of STM?

A

Peterson and Peterson (1959)

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12
Q

What was the procedure of Peterson & Peterson’s study on the duration of the STM?

A

24 students
ppts tested over 8 trials
On each trial, ppts were given a consonant syllable + a 3-digit number (e.g. THX 512)
Asked to recall the consonant syllable after a retention of 3,6,9,12,15 or 18 secs
During the retention interval ppts, were asked to count backwards from their 3-digit number.

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13
Q

What were the findings of Peterson & Peterson’s study on the duration of the STM?

A

90% correct over 3 secs
20% correct after 9 secs
2% correct after 18 secs as long as verbal rehearsal was prevented.

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14
Q

AO3 strength: Duration of STM - Control of extraneous variables

A

One strength of the study is that it used a controlled laboratory setting to minimise the impact of extraneous variables that could affect the results. The use of a metronome ensured that participants counted at a consistent pace, and the use of random letter sequences controlled for any potential effects of stimulus order or familiarity.

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15
Q

AO3 weakness: Duration of STM - Limited generalisability

A

One limitation of the study is that the sample was relatively small and consisted only of undergraduate psychology students. This limits the generalisability of the findings to other populations, such as older adults or individuals with memory impairments.

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16
Q

AO3 weakness: Duration of STM - Artificial task

A

Another limitation is that the task used to measure STM duration (i.e., recalling a sequence of letters while counting backwards) may not accurately reflect the types of memory tasks that people encounter in everyday life. This could limit the ecological validity of the study’s findings.

17
Q

AO3 weakness: Duration of STM - Lack of depth

A

A final weakness of the study is that it only measures one aspect of STM - its duration. It does not provide insights into the nature of STM or the processes that underlie its functioning. Therefore, the study has limited explanatory power and cannot be used to draw conclusions about the broader mechanisms of human memory.

18
Q

Who studied the duration of LTM?

A

Bahrick et al. (1975)

19
Q

What was the procedure of Bahrick’s study on the duration of the LTM?

A

400 ppl (17-74)
Photo recognition test consisted of 50 photos some from the ppts high - school yearbook
Free-recall test ppts asked to list names they could remember of those in their graduating class.

20
Q

What was the procedure of Bahrick’s study on the duration of the LTM?

A

ppts tested within 15 yrs of graduation were approx. 90% accurate photo recognition.
After 48 years 70% accurate for photo recognition.

Free recall 60% accurate after 15 yrs of graduation
30% after 48 years

21
Q

AO3 strength: Duration of LTM - Naturalistic

A

One of the strengths of Bahrick’s study is that it used a naturalistic design, where participants were tested on their memory for information that was relevant to their lives, such as their high school classmates. This increases the study’s ecological validity and the findings’ generalisability to real-life situations.

22
Q

AO3 weakness: Duration of LTM - self-reported data

A

One of the weaknesses of Bahrick’s study is that it relied on self-reported data from participants about their memory for their high school classmates. Self-report measures may be subject to biases, such as social desirability bias or memory distortion. This may limit the accuracy of the results.

23
Q

AO3 strength: Duration of LTM - Application of the findings

A

Bahrick’s study has important implications for education and learning. For example, it suggests that students may benefit from reviewing information periodically over a longer period of time, rather than cramming information in one study session, as the information may be more likely to be retained in LTM.

24
Q

AO3 strength: Duration of LTM - application and further research

A

Although Bahrick’s study has been widely cited and replicated, some studies have reported conflicting results regarding the duration of LTM. For example, some studies have found that memories may decay more quickly than Bahrick’s study suggests. Further research is needed to clarify the exact mechanisms underlying the retention and decay of memories in LTM.

25
Q

What is coding in memory?

A

The way information is changed so that it can be stored in memory.

26
Q

Who investigated coding in memory?

A

Alan Baddeley 1966

27
Q

How did Baddeley investigated coding into the LTM and STM?

A

He used semantically and acoustically similar word lists to test the effect of acoustic and semantic similarity on STM and LTM.
E.g. words that are acoustically similar but semantically different:
cat, cab, can, cad, cap
E.g. words that are semantically similar but acoustically different:
great, large, big, huge

28
Q

What were Baddeley’s findings into coding of the STM and LTM?

A

STM is coded acoustically