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PSYA1 Memory Flashcards
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- 1What is a memory model?A memory model is an explanation of the system of retaining information from our daily experiences. It involves encoding, duration and capacity.
- 2What is duration re. memory?How long information lasts in each memory store
- 3What is capacity re. memory?The amount of storage space there is in each memory store
- 4What is encoding re. memory?The conversion of information to be remembered into the appropriate form for the store in which it will be held
- 5In summary, what does the multi store model of memory believe re. the stores?Put forward by Atkinson and Shiffin, info flows through three separate stores in a set linear order, the sensory memory/sensory information store, short term memory and then the long term memory
- 6What is the encoding, capacity and duration of the sensory memory?Encoding: via sensory organs
Capacity: Very limited
Duration: A few seconds, unless it's attended to so is transferred to the STM - 7What is the encoding, capacity and duration of the STM?Encoding: acoustic
Capacity: very limited (5-9 items)
Duration: Very limited without rehearsal (approx.. 18 sec's) - 8What is the encoding, capacity and duration of the LTM?Encoding: mainly semantic
Capacity: unlimited
Duration: very long (lifetime) - 9What is memory?The mental processes involved in encoding, storage and retrieval of information
(Eysenck) - 10Describe the study showing evidence for the separate memory stores in the MSM:KF (Shallice and Warrington). KF had brain injuries after a motorbike crash. His LTM was fine (he could recall stored info) but his STM had a recency effect of 1 item. Shows memory is made up of separate stores.
- 11Describe the study showing the capacity of the STM:Miller: using 'serial digit span'. P's shown letters/digits (at half sec. intervals), starting at 3, increasing by 1 each time until P's get sequence wrong. Longest correct sequence in at least 50% of trials were 5-9 items (7+/-2)
- 12Describe the study showing the Duration of the STM:Peterson &Peterson: used Brown-Peterson tech. to prevent rehearsal using a distracter task in 1 C, the other recalled immediately. Meaningless trigrams shown. Immediate: nearly 100%, 6 sec. delay:55%. 18 sec: Less than 10%. Duration is 18 seconds long, little info remains after this
- 13What are the relevant studies in the MSM regarding Encoding, Duration and Capacity?Encoding: KF (Shallice & Warrington)
Duration: Peterson and Peterson
Capacity: Miller - 14Describe the study showing the Encoding of the STM:P's got 6 random constanants that were acoustically similar or acoustically dissimilar to recall. P's confused acoustically similar letters. Encoding in STM is acoustic, even when material presented visually (converted to acoustic)
- 15Describe the study showing the Capacity of the LTM:Baddeley: Unlimited capacity. Info is lost through decay/interference, not due to lack of storage e.g. Clive Wearing had LTM deficits due to a viral infection, not for capacity reasons
- 16Describe the study showing the Duration of the LTM:Bahrick: USA high school year book. P's had graduated 3months-47years ago. 15yrs: 90% accurate name/picture recognition, free recall is 60%. 47yrs: 80% name recognition, 70% pic recognition. Shows LTM's duration is very long
- 17Describe the study showing the Encoding of the LTM:Baddeley: 4 C's: acoustically similar/dissimilar, semantically similar/dissimilar. Recall after 20mins. Acoustic words recall were the same, semantically similar recall was worse than dissimilar - people confused meanings. LTM: mainly semantic
- 18Briefly describe the Working Memory Model:Baddeley & Hitch: STM more active/complex than MSM, it's not distinct from the LTM. It is a STM model. WWM compromises of: central executive, phonological loop, visuo-spatial sketchpad (and the episodic buffer, added later)
- 19What is the role of the Central Executive in the WMM?It's the parent system, allocating attention to incoming info using the two slave systems: Phonological loop and the Visuo Spatial Sketchpad. CE has a limited capacity and is free of sound and visual data
- 20What is the role of the Phonological Loop in the WMM?PL consists of two parts:
Phonological store: inner ear
Articulatory loop: inner voice
It deals with sound based info and has a limited capacity - 21What is the role of the Visuo Spatial Sketchpad in the WMM?a.k.a. the inner eye
holds visual data like faces and images, and helps deal with patterns and movement perception e.g. enabling you to know if you can fit through a gap - 22What is the role of the Episodic Buffer in the WMM?Integrates info from the different components of the CE, PL and VS.
It's a temporary store
(Baddeley added this later on - 2000 - as the WMM didn't have a temporary store before revised) - 23Describe the study demonstrating evidence for WMM:Baddeley& Hitch: P's recited 6 digits while either putting true/false to sentences, or doing a task that uses the same memory. P's did better when the tasks used dif. memory parts. Shows there's several dif. compartments working independently
- 24Describe a study that demonstrates the visuo spatial sketchpad:Baddeley: P's tracked a moving light while either: describing angles in F, or a verbal task. The angle was difficult as the same limited resources were being competed for. Shows the VS is a specific and limited memory componant
- 25What are the names of the studies relating to the WMM?Baddeley and Hitch (their model)
Baddeley and Hitch (WMM)
Baddeley (Visuo Spatial Sketchpad) - 26What are the factors that affect Eye Witness Testimony?Miss leading information/leading Qu's
Anxiety
Age - 27What is the definition of an Eye Witness re. memory?Someone who's present at an incident and witnesses it occurring.
Research into memory investigates how different factors affect how much they can remember what happened. - 28What is a leading question/ leading info re. memory?A question that by its form or content, suggests to the witness what answer is desired or leads them to the desired answer.
Misleading info can distort the memory to create a 'new' inaccurate one, from info obtained after the event - 29Describe the first part of Loftus and Palmers study re. misleading information/leading Qu's effect on memory:Lab exp. P's shown car accident. Critical qu. 'How fast was the car going when..' hit/smashed/collided/bumped ect (dif. word used in each condition). The more emotive the word, the higher the speed of car was estimated. Shows the leading qu's can significantly affect the P's answers
- 30Describe the second, (follow up) part of Loftus and Palmers study re. misleading information/leading Qu's effect on memory:P's asked re. broken headlight a week later. When P's were asked if they'd seen broken glass (when there was none), the P's that had been in the 'smashed' group said they had more than the other, less emotive conditions.
- 31What are the two possible explanations for the findings of Loftus and Palmer's study re. leading question research?Reconstructive Hypothesis: info received at and after the event blend into one 'memory'. The memory of how fast the cars were going are distorted by the Qu's.
Response bias factors - demand C - 32Describe the study of Loftus and Zanni re. misleading information/leading questions effect on memory:Lab exp. P's shown car accident clip and were asked if they'd seen 'a' or 'the' broken headlight (there wasn't one). 17% of 'the' said yes, 7% of 'a' said yes. Shows words in questioning can significantly affect answers, even when the influential word is subtle
- 33Describe Loftus and Burn's study re. the effect of anxiety on memory:1C. shown a normal clip C2. violent clip
P's in C2 violent clip group recalled much less. The shock disrupted storage of the other details in the clip. Anxiety is shown to have a negative impact upon memory. - 34What is the 'weapon effect'?Where witnesses focuses on a weapon, so is distracted from paying attention to the person holding it. Anxiety from seeing a weapon narrows attention focus leading to good recall on central details but not details (like the D's appearance)
- 35Describe Loftus' study re. his 'weapon effect' concept relating to the effect of anxiety on memory:C1: overhears man in normal conversation C2: hears hostile exchange, man comes out with a bloody knife.
C1: 49% recall - C2:33% identified the man
Anxiety narrows attention, P's focus on the weapon instead of the man - 36Describe Christianson and Hubinette's research re. anxieties effect on memory:People, especially victims, who were anxious at the time of the incident are good at recalling highly stressful events (unlike artificial studies like Loftus'). Anxiety in real life may therefore not always be a negative influence on memory
- 37What are the relevant studies re. anxiety's effect on memory?Loftus and Burns
Loftus' ('weapon effect')
Christianson and Hubinette - 38What are the relevant studies re. leading questions/misleading informations effect on memory?Loftus and Palmer
Loftus and Zanni - 39What are the relevant studies re. age's effect on memory?Kent and Yuille
Valentine and Coxon - 40Describe Kent and Yuille's study re. the effect of age on memory:Children exposed to a stranger unexpectedly. P's (9 and 14 years old children). P's had to identify the person from a display (person not shown). 9 year olds more likely to pick someone. Younger kids have less accuracy re. recognition
- 41Describe Valentine and Coxon's study re. the effect of age on memory:3 groups: kids, adults, elderly
Watched kidnap video and asked Qu's. Elderly/kids got most NLQ's wrong. Kids were misled the most. (Elderly recall less but least susceptible to LQ) - 42What is a Cognitive Interview re. memory?Procedure used by police based on how memory works, drawing on retrieval cues. Designed to improve recall and increase accuracy of witnesses
- 43What are the methods used in a Cognitive Interview re. memory?Report everything
Recall from changed perspective
Recall in reverse order
Context reinstatement - 44Describe the study of Geiselman et al re. cognitive interview and memory:Lab. P's shown videos of violent crimes and asked Qu's 48 hours later. 2 C's: 1C - Standard police interview C2 - Cognitive. Interview taped and analysed. Cognitive recalled much more, so can be considered more effective
- 45Describe Fishers study re. the cognitive interview and memory:Real life witnesses (so ecologically valid) in Florida interviewed by detectives used the Cognitive interview. Recall was better than non cognitive, with as much as a 47% information gain
- 46What are the names of the studies relating to the cognitive interview and memory?Geiselman et al
Fisher - 47What are the different strategies for memory improvement?Organisation (categories, story method)
Active processing (consider the meaning of what you are trying to remember) - 48Name the studies relating to memory improvement strategies:Bower et al
Bower and Clarke
Craik and Lockhart - 49In summary, to use the organisation strategy for memory improvement, how would you do it?Systematic structuring (headings/hierarchies). Info must be understood initially creating retrieval cues, if you remember one part you will remember the rest. Cues work best when encoded at the time of learning.
- 50Describe Bower et al's experiment re. organisation into categories as a memory improvement strategy:Lab. 2 C's: P's had to remember list or words as an organised hierarchy or using no organisation. Organised condition remembered 65%, random condition remembered only 19%. Shows organisation improves recall.
- 51Describe Bower and Clarke's experiment re. organisation through the 'Story Method' as a memory improvement strategy:P's had to remember 12 lists of random words by making each list into a story. The 'story' P's recalled more than 90%, control group 10%. Shows the story method greatly improves recall, but it can only be used for certain types of info (not abstract)
- 52Why does organisation work as a memory improvement strategy?It uses our pre existing knowledge when learning something new, so encoding is meaningful. It involves active engagement. It provides a retrieval plan to assist recall.
- 53Describe Active Processing as a memory improvement strategy:Long lasting memory by engaging with info(paying attention to it)=deep semantic processing. 3 process levels: structural (appearance), acoustic(sound), semantic (meaning) best as it activates associations within LTM. Easy to retrieve, more routes
- 54Describe Craik and Lockhart's study re. Active Processing as a memory improvement strategy:Lab. Lists of words 3 c's: structural task (capitals) or acoustic task (rhyming words) or semantic (is the word living?). Living group was best. Meaningful engagement with info through deep processing leading to better recall.
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- Psychology (A1 Resit) Karteikarten am PSYA1 Memory Flashcards, erstellt von beccytay10r am 19/02/2015.
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