Wk 12 - LTM 1 Flashcards
What is the difference between episodic and semantic memories? (x2)
Plus eg test questions for each
Record of our experiences: context-sensitive, personal, autobiographical; ‘did you see a hippo last week?’, ‘did the word hippo appear in the list you saw earlier?’; vs
Contextual, abstract, non-autobiographical; ‘what is a hippo?’, ‘read/identify hippo’
What is the recency effect? (x2)
Shown in the serial position curve
The fact that recall for items is higher for those presented last than the lowest point (at middle)
Items are still in WM
What is the primacy effect? (x2)
Shown in the serial position curve
The fact that item recall is highest for those at the beginning of sequence
Reflects transfer into LTM
What are the differences between STM and LTM? (x3)
STM is workspace for current actions, few seconds/minutes
Forgetting, unless rehearsed, which, if for long enough, also helps move it into the
LTM vast capacity for long-term retention; supports short-term store – ID words/objects etc; needs deliberate retrieval
What are the issues of Atkinson/Shiffrin’s modal memory model? (x2)
Not rehearsal, but depth of processing that gets things into LTM
Not as simple as the box/arrow set-up
How does Atkinson/Shiffrin’s modal memory model explain memory? (x4)
Environmental info goes into…
Sensory memory – iconic/visual/auditory etc, few hundred ms; modes for touch, vision etc; high capacity, fast decay unless moved with attention to the…
STM - use for actions, rehearsal gets stuff into the…
LTM
Describe the components of typical episodic memory tasks? (x4)
Study phase – word, few seconds each; perform task on each, eg rate pleasantness
Retention interval – minutes, hrs, days; then either
Recall test – say/write words from study list; or
Recognition test – was the word X in the study list? yes/no, old/new
What are the diffs between explicit and implicit memory tests? (x2)
Plus performance by brain injured?
Explicit/direct: Ps told they should retrieve items, do so deliberately/intentionally – brain injured often very poor on explicit tests
But may perform well on implicit: when asked to ID items or ‘give first thing that comes to mind’ – showing effects of study on memory
What are the main causes of forgetting? (x2)
Decay may play role, researchers agree that
Interference and other effects located at retrieval are more important
What have experiments shown about false memories? (x3)
Memory retrieval is super-malleable
A reconstructive process (through cue and context),
And reinforce difficult of accurately recovering source info
What have experiments shown about memory inhibition? (x3)
Anderson showed that unpracticed target can be inhibited by practice of other items, and that
Inhibition during practice removes competition between blood and other words that belong with RED
But failures to replicate results
What have experiments shown about forgetting? (x2)
Is more interference than decay
Time since stimulus is much lower effect than increasing the number of stim before testing
What is memory? (x1)
Actionable preserved experience, inc sensation, emotions, thoughts, beliefs
What are three possible recall tests in memory studies?
Free recall – any order Ps wishes
Serial recall – in order studied
Cued recall – cue provided
What are three possible recognition tests in memory studies?
Single item recognition – each item presented one time for new/old decision
Choice test – which word is old? Eg house – cottage
Associated recognition – were pepper and elephant studies as a pair?
The memory of a human is… (x7)
Slow, powerful parallel processor
Organised by experiences/significance
Access-cue less well specified – computer has particular cue for extracting particular memory, humans are less specific/more tangential
Part of experience is stored, dep on relevance
Info reinterpreted/distorted over time and during retrieval
Generalisation and composite memories, interference
Source info can be lost
A computer memory is… (x7)
Rapid, accurate, serial Organised by topic, date, place etc Accessed from pre-defined cue Complete/accurate representations Info not altered during storage/retrieval Memories remain separate Details of context and source retained
Our memory system needs… (x2)
All to be done while… (x1)
Access to past experience and relevant info that help with current situation, and
Forgetting of similar/irrelevant memories
Continuing other actions
What is Loftus’ misinformation effect? (x1)
Leading question can = recalling something suggested during prior questioning, and not realising the source of this info
What is the serial position curve? (x2)
Central finding on memory that dates back to Ebbinghaus/Murdock 1962
Showing highest recall for items at beginning of sequence (primacy effect), lowest in the middle, and rising again at the end (recency effect)
Traditional tests of memory include variations of… (x4)
Item types, eg faces, pictures, abstract shapes
Number of items – single items vs pairs/groups; single items vs associations
One study trial/item vs several
Cues/not provided
Interpretation of the results of memory tests must consider… (x2)
Response bias or good memory? 90% correct on old items just that Ps says old most of the time? Accuracy scores best interpreted when FA are low
Hits between groups can be compared if FA are low and similar
How can we eliminate response bias in memory tests? (x5)
Need to separate signal from bias – take into account False Alarms, old responses to new items
Hit – correctly IDing on old item
Miss – incorrectly calling an item new
FA – incorrect detection of new stimulus (saying it is old)
CR – correct ID of new item
What can increase bias in memory test responses? (x2)
Incentives/demand characteristics, eg being offered 50 cents for correct recog
Presentation in distinctive context/background: new face in old background = inc in recognition of new faces = inc bias
