Karteikarten
Cognitive Physchology-Memory
Karten in diesem Stapel (25)
- 1MemoryThe process of encoding, storing and retrieving information. information can be stored in Short Term Memory (STM) or in Long Term Memory (LTM).
- 2CapacityThe amount of information memory can hold at once. The capacity of STM is 7 +/- 2 chunks (Miller, 1956). The capacity of LTM is probable unlimited.
- 3DurationThe length of time information remains in memory. STM's duration is less than 18 seconds (Peterson & Peterson). LTM's duration can be up to 48 years (Bahrick et al)
- 4EncodingThe transfer of a stimulus into a chemical trace so that it can be stored in memory. Baddeley has shown STM to encode acoustically and LTM to encode semantically.
- 5Short Term Memory (STM)A place where information can be stored temporarily.
Limited capacity (7 +/- 2 chunks).
Limited duration (less than 18 seconds).
Encodes acoustically. - 6Long Term Memory (LTM)Relatively permanent store.
Unlimited capacity.
Very long duration (at least 48 years).
Encodes semantically. - 7The Multi-Store Model of MemorySensory store, STM and LTM.
STM & LTM are separate stores.
Rehearsal is responsible for transferring information from STM to LTM. - 8The Working Memory ModelBaddeley & Hitch (1974).
STM only.
Central Executive, Phonological Loop, Visuo-spatial Sketchpad and an Episodic Buffer. - 9Working Memory Model - The Central ExecutiveReceives data from the senses or LTM.
Directs attention to the appropriate place.
Controls the other systems.
Limited capacity. - 10The Working Memory Model - Episodic BufferHolds verbal, spatial and LTM information at the same time, allowing them to be integrated.
- 11The Working Memory Model - The Phonological LoopHolds and rehearses verbal information - to complete language based tasks.
Phonological store.
Articulatory loop - capacity of 2 seconds. - 12The Working Memory Model - The Visuo-spatial SketchpadHolds visual and spatial information - for non-verbal tasks.
Only holds the information for a short time. - 13Eyewitness Testimony (EWT)An account of a crime given in court by someone who saw the crime be committed.
- 14Leading questionsQuestions that lead somebody towards giving a certain answer, even if the answer is incorrect.
- 15Post-event InformationAny information received by a witness after the event - this information may get mixed up with memories of the event itself.
- 16Cognitive InterviewUsed to make EWT more accurate and complete.
Involves the use of 4 main techniques; Context Reinstatement, Report Everything, Recall from a changed perspective and change the sequence of recall. - 17Context ReinstatementThe witness must imagine and recall the context from before, during and after the event. Including where they were, why they were there and their feelings/mood.
- 18Report EverythingAsking witness to report every little detail of the scene. Including; what they were wearing, the weather, etc.
- 19Recall from a Changed PerspectiveAsking ps to try and describe what went on from the point of view of different people.
- 20Changing the Sequence of RecallAsking ps to report what happened in different orders.
- 21Strategies for Improving Memory Recall - LociMentally 'hanging' material to be learnt onto pegs.
When each peg is recalled, the image associated with it should also be recalled.
Forms links between things that aid recall. - 22Strategies for Improving Memory Recall - ChunkingOrganising information into meaningful chunks can improve recall. E.g. 193919452001 can be grouped into 1939 1945 2001, to represent key dates in history.
- 23Strategies for Improving Memory Recall - AcronymsWords formed with the first letter of each word which needs to be learnt/ remembered. The first letter gives a cue which will jog the memory of the whole word.
- 24Strategies of Improving Memory Recall - ContextMemory recall can be improved if recall takes place in the same location as learning. Contextual cues are present. Items can be present which may jog people's memory for the information that was learnt.
- 25Strategies for Improving Memory Recall - RhymingInvolves visualising the thing to be remembered holding/ doing something that rhymes with it. E.g. to Remember Kerry, Sam and Tom, visualise Kerry eating a berry, Sam making jam and Tom holding a bomb.
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- Karteikarten am Cognitive Physchology-Memory, erstellt von BethLizzieWebb2107 am 08/05/2015.
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