Karteikarten
Unit 1 Memory
Karten in diesem Stapel (18)
- 1EncodingTurning information into something meaningful
- 2StorageKeeping information is STM or LTM
- 3RetrievalRemove information from LTM and put it back into STM so we cna access it
- 4Multistore Model- Atkinson & Shiffrin
- 5Duration of STM Peterson & Peterson TrigramsAim: Prove 30 second duration STM
Method: Listened to trigrams so no rehearsal, then count back from 100 in 3's. Write down what remembered
Results: When tested, after 3 seconds 80% of groups correct, after 18 seconds 10% correct
Conclusion: Shows that STM fades rapidly unless its rehearsed - 6Levels of Processing- Craik & TulvingShallow- Not important, Don't think about too deeply so more likely to forget
Deep- Very Important, Give it meaning, Less likely to forget - 7Reconstructive- BartlettMemory is an active process, use existing knowledge, schemas: e.g. Kitchen has an Oven, to
understand new information and impose meaning
"War of the Ghosts experiment" - 8Improving Memory- Bower & Springston ChunkingAim: Test effects of Chunking
Method: 2 groups, 1st group given FB, IPH AIB & M. 2nd group same letters order with meaning FBI, PHD, CIA & IBM
Results: Experimental group recalled many more letters
Conclusion: Chunking increases capacity of STM - 9Improving Memory- Bousfield OrganisationAim: Do people organise in LTM
Method: Participants shown 60 words in random order then asked to recall in any order. The words were from 4 categories
Results: Order that words were recalled was in clusters from the same of the 4 categories
Conclusion: People spontaneously organise information by meaning - 10Improving Memory- Godden & Baddeley ContextAim: If context improves memory
Method: Deep Sea divers memorise words in 2 groups. Then half of groups swapped location for recall
Results: Recalled where learnt remembered 40% more
COnclusion: Context improves - 11Free Recall- MurdockAim: See effects of Free Recall
Method: List of words to remember, then recall as many as possible
in any order
Results: First words recalled were those heard last (Recency Effect), then those heard first
(Primacy Effect)
Conclusion: Remember first words as they have time to be encoded and last words because they are still in STM - 12Interference- Underwood & Postman (Forgetting)Retroactive- New information interferes with ability to recall
old information
Proactive- Old information interferes with ability to recall
new information - 13Amnesia (Forgetting)Retrograde- Unable to recall information before trauma
or got amnesia
Anterograde- Unable to remember new information after trauma
or got amnesia - 14Trace Decay Theory (Forgetting)Assumes that memories leave a trace in the brain. A trace is some form of physical and/or chemical change in the nervous system. Trace decay theory states that forgetting occurs as a result of the automatic decay or fading of the memory trace.
- 15Emotion (Forgetting)Repression: Freud- When we find an experience distressing we push it down into our unconscious so we can't access it
Emotional Arousal: Loftus & BUrns-Unpleasant experience, our emotional arousal and bodily responses can affect cognitivive abilities. Fear affects Memory - 16EyeWitness TestimonyThe recollection of someone who has seen an event, an example is eyewitness testimony in crime
- 17Factors affecting EWT1) Leading Questions
2) Stereotyping
3) Context of Questioning
4) Emotion - 18Applications of Memory1) Improving memory
2) Encoding to improve retention
3) Organisation
4) Context
5) Elaboration
Informationen
- Beschreibung
- GCSE Psychology Karteikarten am Unit 1 Memory, erstellt von Saskia Wellstead am 01/03/2015.
- Erstellt von
- Saskia Wellstead
- Aufrufe
- 1
- Tags
- Bewertung