Karteikarten
Memory
Karten in diesem Stapel (28)
- 1—Diagram
- 2State One study in which the Multi - store Model of Memory was investigated ?Murdock - To support the Multi-store explanation of memory.
- 3Explain and describe the Aim , Method , Results and consluion relating to the Murdock study ? (1962)Aim = To provide evidence to support the multi-store explanation of memory.
Method = Participants has to learn a list of words presented one at a time , for two sec per word , then had to recall the words in any order.
Results = The recency effect = Short term memory / Primacy effect = Long term memory
Conclusion = first words from list enncoded into (LTM) last words from list do not have time to be encoded so recalled from (SHT ) - 4State a study in which Reconstructive Memory was investigated ?Bartlett - Altering unfamiliar information
- 5Describe the Bartlett study ? ( 1932 )Aim = To see if people, when given something unfamiliar to remember would alter the information.
Method = Pts were asked to read a story called the " war of the ghosts" which was a native american legend , later was asked to recall the story as accurately as possible.
Results = He discovered that PTS found it difficult to remember bits of the story so changed bits of the story so that it made more sence to them. Each time they retold the story they changed it some more.
Conclusion = Bartlett concluded that our memory is influenced by our own beliefs. - 6Identify a study in which Levels of Processing was investigated ?Craik and Tulving - To see if the type of question asked about words will have an effect on the number of words recalled.
- 7Explain the Aim , Method , Results obtained and the concluions drawn of the Craik and Tulving study ? ( 1975 )Aim = They wanted to test whether the level of proccessing affected how well we remember information, by looking at the type of question asked about words will have an effect on the number of words recalled.
Method = They gave pts a list of words with a question about each word.
Results = Structural - 15%
Phonetic - 35 %
semantic - 70 %
Conclusion = This shows more words rcalled if PTS had to think about their meaining therefore the more deeply material had to be proccesed , the more they were likely to remember it. - 8State a study in which Forgetting - Interference was investigated ?Underwood and Postman - To see whether new memory interferes with old memory.
- 9Explain the Aim , Method , Results and conclusion of the underwood and postman study ?Aim = To see if new learning interferes with previous learning. To test the retroactive theory in an experimental set up.
Method = PTS were divided into two groups, group A were asked to learn a list of word pairs , then asked to learn a second list of word pairs. Group B asked to learn the first list of word pairs.
Results = B s recall of first list was more accurate than A.
Conclusion = New learning interfered with Participants ability to recall the first list. - 10Identify a study in which Forgetting - context was investigated ?Godden and Braddeley - To see the effect of being in the same or different environment on memory.
- 11Describe the Aim , Method , Results obtained and the conclusions drawn for the Godden Baddeley study ?Aim = To see if people who learn and are tested in the same environment will recall more information than those who learn and recall in different environments.
Method = Participants were all deep sea divers , divided into four groups, they were given the same list of words to learn.
1. Learn underwater and recall underwater. (32%)
2. Learn underwater and recall on the shore. (24%)
3. Learn on the shore and recall on the shore. (37%)
4. learn on the shore and recall underwater. (23%)
Results = Groups 1 and 3 recalled 40 % more words than groups 2 and 4.
Conclusion = Recall of information will be better if it happens in the same context that learning takes place. - 12Explain the Aim , Method , Results and conclusion relating to the LOftus and Palmer study ? (1974)Aim , Investigated how information supplied after an event, influences witness for that event.
Method = Participants were shown films of car accidents some were asked crucial questions how fast was the car going when it hit/ smashed the other car?
Results = The phasing of words such as "Smashed" produced different alterations of speed estimates than those who heard "Hit"
Conclusion = Leading questions will reduce the accuracy of recall. The word "Smashed" led PTS to believe the car was going faster. - 13Explain and Describe the Aim , Method , Results obtained and the conclusions drawn for the Geisel Man et al study ? (1985)Aim = To see if reinstating the context of an event will affect the accuracy of witness accounts.
Method = Participants were shown a police training film of a violent crime. Two days later they were interviewed about what they had seen. For half of the participants, the context of the event was recreated during the interview. for the other half of the interview, standard police interview techniques were used.
Results = The participants who had the context recreated recalled more accurate facts about the violent crime than the other participants.
Conclusion = Recreating context during interviews will increase the accuracy of recall. This method is known as cognitive interview. - 14State and Identify Two study's in which Eyewitness Testimonies was investigated ?Loftus and Palmer - The impact of leading questions on eye witness testimony.
Geiselman et al - To see if reinstating the context of an event will affect the accuracy of witness accounts. - 15Explain a Practical application for Murdock study ?Car registrations or Potcodes Chunk them together a maximum of 7 chunks
- 16Explain a Practical Application for the Bartlett study ?Eye witness testimony's may not be accurate. It is useful to the police.
- 17Describe a Practical application for the Craik and Tulving study ?Revision - Reading through information and text is not enough to understand it you have to convert to your own words. Which requires semantic processing = Deep processing . Structural and phonetic = Shallow Processing
- 18Describe a practical application for the Underwood and postman study ?Avoid learning similar topics or subjects straight after one another.
Sport Activities - Skills learned for one sport might interfere with developing skills for a different sport such as learning to play both tennis and badminton. - 19Explain a practical application for the Godden and Baddeley study ?When studying, you could recreate the examination environment. (Forgetting )
- 20Explain a Practical Application for the Loftus and Palmer study ?Police should avoid using leading questions when interviewing witnesses. (Eyewitness Testimony)
- 21WHat is Context ?The setting and Environment where activitys happen.
- 22What is Retroactive interference ?New information interupts old information.
- 23Define what is meant by Proactive interference ?Old information interupts new information.
- 24Define what is meant by Anterograde amnesia ?Forgetting new memories after suffering brain damage.
- 25What is Retrograde Amnesia ?Forgetting old memories after suffering a brain damage ?
- 26Receny effect ?The first words to be recalled were last. ( SHT )
- 27Primacy effect ?Words recalled first. ( LTM )
- 28What structrure is crucial in the brain that is a tissue within which is responsible for memory.Hippocampus