STM and LTM Flashcards

1
Q

define coding

A
  • format in which information is stored in the various memory stores
  • can be stored acoustically, semantically or visually
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2
Q

describe Baddley’s 1966 study
- STM, LTM, encoding

A
  1. gave different lists of words to 4 groups of participants
    -2. asked them to recall them in the correct order
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3
Q
A
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4
Q

what did Baddley conclude about the LTM?
- 1966

A
  • semantically similar words were more difficult to recall after 20 minutes
  • so the LTM must rely on semantic encoding
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5
Q

What did Baddely conclude about the LTM’s encoding system (1966)

A
  • semantically similar words were more difficult to recall after 20 minutes
  • so the LTM must rely on semantic encoding
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6
Q

Describe Jacobs Digit Span Study 1887
- procedure

A
  1. read 4 digits, participant repeats out loud
  2. if correct, researcher reads out 5 digits and so on until participant makes a mistake
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7
Q

state Jacobs’ findings to his 1887 Digit Span Study

A

Digits recalled - 9.3
Letters recalled -7.3

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8
Q

explain a weakness of Jacobs’ 1887 Digit Span Study
- time period

A
  • carried out in 1887
  • early research often lacked controls
  • confounding variables may have had an effect
  • could reduce validity
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9
Q

define validity

A

how well a test actually measures what it was created to measure

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10
Q

explain a strength of Jacobs; 1887 Digit Span Study
- replications

A
  • replications have been carried out and produced similar results
  • these had better scientific conditions
  • Bapp et al’ (2005) replicated findings, suggesting it was a valid test of the STM
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11
Q

explain a strength of Baddley’s 1966 encoding study
- separated stores

A
  • identified a clear difference between 2 memory stores
  • as he founded STM and LTM encoded info differently
  • provides evidence the stores are different from each other
  • helped support MSM
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12
Q

explain a weakness of Baddley’s 1966 encoding study
- artificial stimuli

A
  • the experiment used artificial stimuli
  • word lists had no meaning and had no value in everyday life
  • when processing meaningful info, people may use semantic coding
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13
Q

what did Miller conclude about capacity?

A
  • capacity of STM is 7 +/-2 items
  • we chunk pieces of info together
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14
Q

explain a weakness of Miller’s chunking theory

A
  • he may have overestimated capacity of STM
  • Cowan found lower
  • Simon found that the size of chunks impact capacity of STM
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15
Q
  • what did Cowan do 2001?
  • how did he relate to Miller’s chunking theory
A
  • 2001, found that capacity of STM is only 4+/-1 chunks
  • suggests Miller’s estimation was too high
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16
Q

define duration

A

length of time that information can be stored in the memory

17
Q

describe Peterson and Peterson’s 1959 study
- STM duration study

A

-24 students, 8 trials
each student was given a trigram, then a 3 digit number
- had to count backwards from this number until told to stop
(to prevent mental rehearsal)
- each trial told to stop after a certain period (3, 6…18 secs)

18
Q

what were Peterson and Petersons findings?
- STM duration 1959

A
  • after 3 secs, recall was 80%
  • after 18 secs, recall was 3%
  • suggested STM duration was 18 secs, unless we rehearse the information
19
Q

explain a weakness of Peterson and Petersons 1959 STM duration study
- artificial stimuli

A
  • use of artificial material as stimuli
  • ppts asked to recall meaningless material
  • problematic, doesn’t reflect everyday memory use
  • may mean research isn’t useful in understanding STM duration in regular life
20
Q

describe Bahrick’s 1975 study
- LTM duration

A
  • tested 400 people aged (17-74) on memory of classmates
    1. PHOTO RECOGNITION test from yearbook
    2. FREE-RECALL, ppts asked to list names from their class
21
Q

what were Bahrick’s findings for the 1975photo recognition test?
- LTM duration

A
  • within 15 years, accuracy was 90%
  • after 48 years, accuracy declined to 70%
22
Q

what were Bahrick’s findings for the 1975 free recall test?
- LTM duration

A
  • within 15 years, accuracy was 60%
  • after 48 years, declined to 30%
23
Q

what was the conclusion for Bahrick’s 1975 study?

A
  • he found that the LTM’s duration can last a lifetime
24
Q

explain a strength of Bahrick’s 1975 LTM duration study
- meaningful stimuli

A
  • use of personal memories
  • recall rates are lower in studies with artificial stimuli
  • use of meaningful memories means that Bahrick’s study has high external validity
25
Q

define the term external validity

A

the extent to which you can generalise the findings of a study to other situations, people,settings and measures

26
Q

state a disadvantage of Bahrick’s LTM duration study
- lack of control

A
  • may be confounding variables
  • some participants may look at the yearbook more frequently
27
Q

state the difference between recall and recognition

28
Q

state what is meant by sensory coding

A

Sensory coding is a type of code which we use to store sensory information.

29
Q

state what is meant by visual coding

A

a type of sensory code which we use to store information about images.

30
Q

state what is meant by acoustic coding

A

sensory code which we use to store information about sound

31
Q

state what is meant by semantic coding

A

type of code which we use to store information about its meaning

32
Q

state what is meant by the sensory register
- capacity
- duration
- encoding

A
  • temporary memory store which holds information from each of our 5 senses
  • capacity is huge
  • duration is1-2 seconds
  • uses sensory encoding (which is modality specific)
33
Q
  • state what is meant by the STM
  • capacity
  • duration
  • encoding
A

system that processes information while performing an ongoing task
- capacity of 7 +/-2 items
- duration of 18 seconds
- encodes acoustically