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Psychology Memory Study's

Ashleigh Mullins Englisch 32 Karten

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  1. 1What is coding? What is duration? What is capacity?Coding is the format in which information is stored in the various memory stores.
    Duration is the length of time information can be held in memory.
    Capacity is the amount of information that can be held in a memory store.
  2. 2What are studies done for duration?Peterson and Peterson Random Word Study (1959). They gave their participants consonant syllables. 90% remembered at 3 second interval and 2% remembered at 18 second interval. When rehearsal is prevented information lasts for 30 seconds at most. For STM
    Bahrick et al Yearbook Study (1975). Recognition of faces 90% after 15 years and 60% recall - dropped to 70% after 48 years. For LTM.
  3. 3What was the Peterson and Peterson study?Done in the year 1959. It was The Random Word Study. Got people to remember random words. 90% remembered at 3 second interval and 2% remembered at 18 second interval. When rehearsal is prevented information lasts for 30 seconds at most.
    Study for duration, and STM.
  4. 4What year was the Peterson and Peterson Random Word Study?1959.
  5. 5Evaluate the Peterson and Peterson Random word study.A limitation is the stimulus material was artificial. Consonant syllables do not reflect real-life memories. So, it lacks external validity.
    Another criticism is that another explanation for why we forget things in STM is the memory trace simply disappears if not rehearsed (spontaneous decay). An alternative explanation is that the memories are displaced - STM has limited capacity, so any new memories will push what is currently there - in the study, the participants counted down the retention interval.
  6. 6What was Bahricks study?Done in the year 1975. The Yearbook study. Made people look at their yearbook years later and try to recall people's names. Recognition of faces 90% after 15 years and recall 60% - dropped to 70% after 48 years.
    Study for duration, and LTM.
  7. 7What year was Bahrick et al's Yearbook study?1975.
  8. 8Evaluate the Yearbook Study.A strength of Bahrick et al's study is that is has higher validity. Real-life meaningful memories were studied.
    However, confounding variable are not controlled, such as the fact that the participants may have looked at their yearbook photos and rehearsed their memory over the years.
  9. 9What are studies done for Capacity?Jacobs 1887 Digit Span Technique. Tested STM. Average was 9.3 for digits and 7.3 for letters.
    Miller updated this is 1956. He said we can, typically, remember 5-9 chunks of information in our STM. Often written as 7+/-2. Putting items together expands
    STM capacity.
  10. 10What is Jacobs Digit Span Technique study?Done in 1887. Jacobs developed a technique to measure digit span. The participants were given 4 digits for example, if they could recall them, they were then given 5 etc. Determining there digit span.Tested STM. Average was 9.3 for digits and 7.3 for letters.
  11. 11Evaluate Jacobs Digit Span Technique.A limitation of this study is that it was conducted a long time ago - meaning it lacked adequate control. E.g. some participants may have been distracted while they were being tested so they didn't perform as well.
    This would mean that the results might not have been valid because there were confounding variable that were not controlled.
    However, the results have been confirmed in other research, supporting its validity.
  12. 12What is Millers updated version of Jacobs Digit Span Technique?Done in 1956. Miller observes everyday practices, for example, 7 days in a week and 7 sins. He said we can, typically, remember 5-9 chunks of information in our STM. Often written as 7+/-2. Putting items together expands STM capacity - called chunking.
  13. 13Evaluate Millers update.A limitation of Miller's research is that he may have overestimated the capacity of STM. E.g. Cowan (2001) reviewed other research and concluded that the capacity of STM was only about 4 chunks.
    This suggest that the lower end of Miller's estimate is more appropriate than 7 items.
  14. 14What year was Jacobs Digit Span Technique done?1887.
  15. 15When did Miller update Jacobs Digit Span Technique?1956.
  16. 16What is a study for coding?Baddeley (1966). Presented people with 4 lists - acoustically similar, acoustically dissimilar, semantically similar and semantically dissimilar. If asked to recall straight away (STM) - most people are better with words that sound different (acoustic). If asked later on (LTM) - most people are better with words with different meanings (semantic).
  17. 17What is Baddeleys coding study?Done in 1966. Presented people with 4 lists - acoustically similar, acoustically dissimilar, semantically similar and semantically dissimilar. If asked to recall straight away (STM) - most people are better with words that sound different (acoustic). If asked later on (LTM) - most people are better with words with different meanings (semantic).
  18. 18What year was Baddeley's study on coding?1966.
  19. 19Evaluate Baddeley's study on coding.A limitation of Baddeley's study was that is used quite artificial stimuli rather than meaningful material. The word lists had no personal meaning to participants. This means we should be cautious about generalising the findings to different kinds of memory tasks. E.g. when processing more meaningful information, people may use semantic coding even for STM tasks.
    This suggests the findings from this study have limited application.
  20. 20What is short-term memory and describe its capacity, duration and coding.STM is the limited capacity memory store. Coding is mainly acoustic (sounds), capacity is between 5 and 9 items on average and duration is between 18 and 30 seconds.
  21. 21What is Long-term memory and describe its capacity, duration and coding.LTM is the permanent memory store. Coding is mainly semantic (meaning), it has unlimited capacity and can store memories for up to a lifetime.
  22. 22What is the Multi-store model?Atkinson and Shiffrin's model. It is a representation of how memory works in terms of three stores called sensory register, STM and LTM. It also describes how information is transferred from one store to another, how it is remembered and how it is forgotten.
  23. 23What is the sensory register in the Multi-store model?This is the memory store for each of out five senses. Such as iconic memory (visual info that is coded visually), and echoic memory (sound - or auditory - information that is coded acoustically). Material in the sensory register only lasts very briefly - the duration is less than half a second. It has a high capacity. For information to pass further is must be paid attention.
  24. 24Talk about STM in the MSM.The MSM shows how we can keep information in our STM as long as we rehearse it. Maintenance rehearsal occurs when we repeat material to ourselves over and over. If we rehears it long enough, it passes into LTM.
  25. 25Talk about the LTM in the MSM.Although the material is stored in LTM, when we want to recall it, it has to be transferred back into STM by a process called retrieval. According to the MSM, this is true of all our memories - none of them are recalled directly from LTM.
  26. 26Give strengths of the MSM.A big strength is that it is supported by research studies that show STM and LTM are indeed qualitatively different. e.g. Baddeleys study on coding. This clearly shows that coding for STM is acoustic and LTM, semantic. So they are different, and this supports the MSM's view that these two stores are independent.
  27. 27Give weaknesses of MSM on STM.Evidence from amnesia patients show more than one type of STM. Shallice and Warrington (1970) studied KF. He had bad STM for digits when read to him, but good when he read them himself.
    There must be a separate store for visual and another one for auditory information.
  28. 28Give the weakness of the MSM on rehearsal.There is more than one type of rehearsal. The MSM says that the amount you rehearse something is key - Craik and Watkins (1973) found that it is the type of rehearsal that matters. They discovered two types. Maintenance rehearsal (described in MSM) - but it just maintains STM. Elaborative rehearsal is needed for long-term memory storage. occurring when you link information.
  29. 29Describe the weakness of the MSM on LTM.There is more than one type of LTM. For example, we have one long-term memory store for facts and one for how we do things (walk and talk).
  30. 30What is the weaknesses on the studies used to support the MSM?They used artificial materials. They used digits, letters and sometimes words. They even used what is known as consonant syllables that have no meaning. This means it may not be abled to be generalised to other situations.
  31. 31Describe episodic memory as a type of LTM.This is a long-term memory store for personal events. Like a diary. It includes memories of events, places, people and behaviours involved. The memories are time stamped. Memories from this store have to be retrieved consciously and with effort.
  32. 32Describe Semantic memories as a type of LTM.This is a long-term memory store for our knowledge of the world, such as facts.

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Karteikarten am Psychology Memory Study's , erstellt von Ashleigh Mullins am 23/10/2016.
Erstellt von
Ashleigh Mullins · Okt 2016
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23 Nov 2016
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