Karteikarten
Memory Studies
Karten in diesem Stapel (25)
- 1Glanzar and cunitzProcedure: Asked participants to remember a list of words and to recall them straight away as best as possible.
Findings: It was found that the start and end of the list where remembered the best and the middle the worst.
Conclusion: He concluded this was down to the primary recency effect which is the idea that the start of the list is transferred into long term memory and the end is in the short term memory. This supports the idea of serrate stores. - 2SperlingAim: To test the duration of sensory memory
Procedure: Showed participants a grid of 12 letters for 0.5 seconds and asked them to recall what they saw.
Findings: Most participants could recall 3-4 letters and all knew that there where more than just 3-4.
Conclusion: This suggests the duration is around 1/2 second since the image fades allowing only the recall of a few letters. - 3ConradAim; To test the encoding of the short term memory
Procedure: he showed participants a list of words, one list consisted of letters which sounded similar the other list consisted of letter that didn't sound similar.
Findings: The list of similar words had much worse recall than the not similar words. Often the similar sounding letters where confused e.g s and p but not f and t.
Conclusion: This suggests STM is encoded acoustically since the sounds of the letters made confusion and less accurate recall. - 4MillerAim: To test the capacity of STM
Procedure: he conducted a series of memory tests on his p's such as word recall etc.
Findings: He found that the average recall was between 5-9 items.
Conclusion: He concluded that the capacity of STM is 7+/-2 items. And chunking information can increase the capacity. - 5Peterson and petersonAim: To test the duration of STM
Procedure: Particpants were asked to remember a list of Trigrams (XTB, LUH, GYT) and recall after counting backwards for a certain duration, 3,6,9,12,15 and 18 seconds, to prevent rehersal.
Findings: the longer the duration of counting backwards the worse the recall got. After 18 seconds only 10% of the trigrams were recalled correctly.
COnclusion: From this they concluded that the duration of STM is 18-30 seconds. - 6bahrick et alAim: To test the duration of LTM
Procedure: Participants who had left university 15 years ago or less and 40 years or more where tested n how well they can remember their class by doing a face to name recognition test.
Findings: The students who left 15 years ago or less could remember 90% of their class and those who left 40 years ago or more could remember 80% of their class.
Conclusion: It was concluded that duration of LTM was unlimited since very little loss of memory occurred. - 7BaddleyAim: To test the encoding of LTM
Procedure: Participants presented with lists of 10 short words one at a time, then they were shown a second list and told to remember the words. Some lists were semantically similar others were not. Participants were tested immediately on their recall of the first list then again after 20 minutes.
Findings: Found that after 20 minutes they did poorly on the semantically similar words but better on the non similar list.
Conclusion: Encoding in LTM is semantic which is why participants made more mistakes on the semantically similar list as they confused the meanings in their memory. - 8Clive Wearing Multi-store model- Clive suffered an illness that caused damage to his memory. He could no longer elaborately rehearse memories from STM to LTM. but could retrieve memories from his LTM.
-This supports retrival being a separate process and that rehearsal is need to create LTM. - 9HM Multi-store model-HM had his hippocampus removed and could no longer reherse to create new LTM but could however retrieve old LTM.
-Supports retrieval is a separate process and rehearsal is needed to create new LTM - 10Simmon and chabrisAim: To test the capacity of the visuo-spatial sketch pad
Procedure: Participant where asked to watch a video of two teams ( One black, one white) and had to count the amount of times the black team passed the ball. The video featured a dancing gorilla also.
Findings: It was found that all participants correctly identified the amount of time the black team passed the ball but failed to notice the dancing gorilla.
Conclusion: This suggests that the capacity is limited since you can only attend to and focus on one thing at a time. This is called selective attention - 11The case of KF (Shallice and warrington)- KF couldn't recognise spoken works when read aloud to him however his visual memory remained unaffected.
-This proves they are separate stores. - 12Baddeley and HitchAim: To test the capacity of PL
Procedure: Participants had to complete a true or false questionnaire while reading aloud a sequence of numbers again and again repeating in length. This is called a dual task study.
Findings: As the digit length increased they took sightly longer to answer but no more errors than before.
Conclusion: This suggests that there are separate stores for reasoning/attention ( the central executive) and sound information (phonological loop). - 13Baddeley et alAim: To test the capacity of the phonological loop.
Procedure: 2 groups of participants were shown lists of 5 words, either one or many syllables.
Findings; Short words were recalled better
Conclusion: This shows that the phonological loop has limited capacity. - 14Clive Wearing Long term memory support- Clive could remember how to play the piano and that he was married which are procedural and semantic memories. However he couldn't remember his wedding day which is episodic memory.
- This supports that there are different LTM stores. - 15HM Long term memory- He improved on the star drawing task even though he didn't remember completing it the last times.
- This means he has procedural memory but not episodic, supporting that they exist as separate stores. - 16Clive Wearing Long term memory criticism- Clive knew he had children but couldn't remember their names.
- These are both semantic memories so suggest its more complicated than just three stores. (maybe many types of semantic memory)
-Maybe other factors affect memory transfer such as Time factors, emotional factors. - 17Tulving (Brain scan)Procedure: PET scans conducted on participants as they performed different memory tasks.
Findings: Episodic memory is stored in the right prefrontal cortex and semantic in the left prefrontal cortex
Conclusion: This gives physical reality to the separate stores. - 18Godden and BaddeleyAim: To test context dependant cues
Procedure: 4 conditions, 2 environments (land and underwater). 2 conditions in opposite environments for learning and recall and 2 conditions in same environment for learning and recall. Participants had to remember words.
Findings: It was found that participants were 40% less accurate on non matched environments.
Conclusion: Shows that context dependant cues are required as we forget information if the cues aren't present. - 19Godden and Baddeley ReplicatedReplicated their past study but used a recognition test instead. Performance was the same in all 4 conditions suggesting that context cues only effect memory when being recalled in a certain way.
- 20Mcgeogh and McdonaldAim: To test interference and forgetting
Procedure: Participants had to remember a list of 10 words until they could remember them with 100% accuracy. They then learnt a new second list. Different new lists consisted off synonyms, antonyms, unrelated, nonsense, numbers, no new list. They where then asked to recall the first list of 10 words.
Findings: The recall of the first list depended on the nature of the second list. Synonyms created the worst recall.
Conclusion: Retroactive interference is stronger when the new information is similar to the old. - 21Loftus and PalmerAim: To test if leading questions can affect eyewitness memory.
Procedure: Participants had to watch a video of a car crash then complete a questionnaire about what they saw. 1 question was a leading question about how fast the car was going with a different adjective to describe the collision. Such as crashed, smashed, collided, bumped and contacted.
Findings: As the severity of the words increased so did the average estimated speed. Smashed was estimated to be 41 mph and contacted only 32 mph.
Conclusion: Wording and use of leading questions can affect eyewitness memory and recall. - 22GalbertAim: To test if post event discussion effects eyewitness memory.
Procedure: Each participant was shown a different angle of a crime and then allowed to have post event discussion with each other. A control group was used who were not allowed to take to anyone after seeing the video. Then all participants had to take a recall test on what they had seen.
Findings: The participants who had post event discussion 71% of them mistakenly recalled false information. From the control group no one recalled false information.
Conclusion: Post event discussion can effect eyewitness memory and recall as people often go along with what others say. - 23Johnson and ScottAim: To test the weapons focus affect and impact on memory and recall.
Procedure: Participants were "waiting" for the study to begin when they hear a heated argument. There are two conditions , 1 a man emerges holding a greasy pen and in the other the man emerges holding a bloody knife. Participants where then asked to identify the man from a line up.
Findings: 49% identified the man with the pen and only 33% identified the man with the knife.
Conclusion: This shows anxiety produced from the weapon causes focus on the weapon and less focus on the surroundings causing lower memory recall. - 24Yuille and CutshallAim: To tes the effect of anxiety on memory and the effect of leading questions.
Procedure: 13 participants who were eyewitnesses to real life crimes 4 months prior to study where interviewed using standard police interview technique. During interview they were asked a leading question (headlight) and asked to rate their stress and anxiety levels.
Findings: They recalled more detail then they did previously with the police. They had higher anxiety which caused higher accuracy of detail and memory recall and the leading question had no affect.
Conclusion: High anxiety causes high recall and leading questions have no effect on recall. - 25Fisher et alAim: To test the cognitive interview in the field.
Procedure: A field experiment was carried out with 16 detectives. 8 of them were trained in the cognitive interview technique and the other 8 used the standard interview technique. They both interviewed witnesses to robberys. and recorded the amount of detail the groups had collected.
Findings: The trained CI detectives elicited 47% more information than they had before and 63% more than the untrained detectives.
Conclusion: Cognitive interview technique increases eye witness memory and levels of detail and accuracy obstisned.
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- AS - Level Psychology (Memory) Karteikarten am Memory Studies, erstellt von cmjones7599 am 25/04/2016.
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