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Psychology: memory

Libby Collingwood Psychology A level Englisch 115 Karten

Karten in diesem Stapel (115)

  1. 1PSYCHOLOGY: MEMORYTOPIC 2
  2. 2WHAT IS THE STAGES OF MEMORY?A. INPUT, ENCODING, STORAGE, RETREIVAL AND OUTPUT
  3. 3KEY TERMS: WHAT DOES ENCODING AND STORAGE MEAN ?A. ENCODING - CHANGING OR TRNSFORMING INFORMATION SO IT CAN BE STORED
    STORAGE - RETAINING OR HOLDING INFO
  4. 4KEY TERMS: WHAT DOES RETRIEVAL AND MAINTENANCE REHEARSAL MEAN?A. RETRIEVAL - LOCATING AND RETRIEVING INFORMATION IN MEMORY
    MAINTENANCE REHEARSAL - MEMORY IS REPEATED IN THE MIND - GOES INTO STM
  5. 5KEY TERMS: WHAT DOES ELABORATIVE REHEARSAL AND CAPACITY MEANA. ELABORATIVE REHEARSAL - FUTHER REPEATED WILL PASS IT TO LTM
    CAPACITY - AMOUNT OF INFORMATION THAT CAN BE STORED
  6. 6KEY TERMS: WHAT DOES DURATION MEAN?A. THE LENGTH OF TIME THAT CAN BE STORED
  7. 7WHO CREATED THE MULTI-STORE MODEL?A. ATKINSON AND SHIFFRIN
  8. 8WHAT ARE THE PROCESSES IN THE MULTI-STORE MODEL?A. .ENVIRONMENTAL INPUT
    .SENSES RECEIVE THIS INFO
    .SENSORY MEMORY
    .ATTENTION
    .SHORT-TYERM MEMORY
    .MAINTENANCE REHEARSAL
    .RETRIEVAL & ELABORATIVE REHEARSAL
    .LONG-TERM MEMORY
  9. 9WHAT CAN HAPPEN TO THE MEMORY IN STM AND LTM?A. FORGOTTEN/RETRIEVED INFO
  10. 10WHAT ARE THE 5 SENSES?A. SMELL (OLFACTORY)
    TOUCH (HAPTIC)
    TASTE
    HEARING (ECHOIC)
    SEEING (ICONIC)
  11. 11WHO RESEARCHED FOR CODING, CAPACITY AND DURATION?A. CODING - CROWDER
    CAPACITY - SPERLING
    DURATION - SPERLING'S EVALUATION
  12. 12WHAT DID CROWDER FIND IN HIS STUDY?A. INFO IS RETAINED IN THE ICONIC STORE FOR A FEW MILLISECONDS; BUT INFO IS RETAINED FOR 2-3 SEC FOR ECHOIC STORES
  13. 13WHAT DOES CROWDER'S RESEARCH SUPPORT?A. THEORY THAT INFO IS CODED DIFFERENTLY IN EACH SENSORY STORE
  14. 14WHAT WAS SPERLING'S AIM AND METHOD FOR HIS RESEARCH?A. AIM: STUDY SENSORY MEMORY FOR VISION
    METHOD: 4X3 GRID OF LETTERS - LESS THAN A SECOND - PARTICIPANT RECALL AS MANY AS REMEMBERED - THEN PARTICIPANTS HAD TO RECALL ONE ROW - TRAINED PARTICIPANTS TO DISTINGUISH BETWEEN HIGH, LOW AND MEDIUM TONES FOR EACH ROW - THE SOUND WAS THEN GIVEN OUT
  15. 15WHAT ARE THE RSULTS AND CONCLUSIONS OF SPERLING'S STUDY?A. RESULTS - PARTICIPANTS RECALLED ON AVERAGE 4 LETTERS IN WHOLE REPORT
    IN PARTIAL REPORT THEY COULD RECALL 3 LETTERS
    CONCLUSION - CAPACITY IN SENSORY MEMORY IS 10 ITEMS
  16. 16WHAT DID SPERLING FIND IN DURATION OF HIS STUDY?A. IF LEFT A DELAY HE FOUND MORE INFO WAS LOST
  17. 17FOR STM WHO RESEARCHED THE CAPACITY, DURATION AND ENCODING?A. CAPACITY - MILLER/JACOB
    DURATION - PETERSON & PETERSON
    ENCODING - BADDELEY
  18. 18WHAT DID MILLER FIND FOR CAPACITY OF STM?A. THE CAPACITY IS = (7+/-2)
  19. 19WHAT WAS JACOBS AIMA ND METHOD FOR CAPACITY?A. AIM - INVESTIGATE THE CAPACITY OF STM
    METHOD - USE SERIAL DIGIT SPAN METHOD - READ LONG LISTS OF EITHER LETTERS OR NUMBERS TO PARTICIPANTS - INCREASED LENGTH OF LIST UNTIL PARTICIPANT COULD ONLY RECALL 50% - JUDGED TO HAVE REACHED CAPACITY
  20. 20WHAT ARE THE RESULTS AND CONCLUSIONS TO JACOBS STUDY?A. RESULTS - CAPACITY IN STM - NUMBERS = 9ITEMS, LETTERS = 7ITEMS
    CONCLUSION - LIMITED CAPACITY OF BETWEEN 5AND 9 DIGITS. NO. EASIER TO RECALL
  21. 21WHAT IS THE AIM AND METHOD FOR PETERSON ND PETERSON'S STUDY?A. AIM - INVESTIGATE THE DURATION OF THE STM
    METHODS - LISTENED TO NONSENSE TRIGRAMS - HAD TO COUNT BACKWARDS IN 3'S FROM A 3 DIGIT NUMBER TO PREVENT REHEARSAL THE RETENTION INTERVAL INCREASED FROM 3 SECONDS TO 18 SECONDS
  22. 22WHAT IS ARE THE RESULTS AND CONCLUSION FROM PETERSON & PETERSON STUDY?A. RESULTS - RECALL BECAME WORSE AS THE INTERVAL PERIOD GREW LONGER
    CONCLUSION - DURATION OF STM IS LESSS THAN 30SECONDS
  23. 23WHAT IS THE AIM AND METHOD FOR BADDELEY'S ENCODING RESEARCH?A. AIM - TO ASSESS WHETHER CODING IN STM IS ACOUSTIC OR SEMANTIC
    METHOD - 75 PARTICIPANTS GIVEN 1 OF 4 WORD LISTS 4 TIMES - LIST A = ACUSTICALLY SIMILAR WORDS, LIST B - ACOUSTICALLY DISSIMILAR WORDS, LIST C - SEMANTICALLY SIMILAR, LIST D - SEMANTICALLY DISSIMILAR
  24. 24WHAT WERE THE RESULT AND CONCLUSIONS ON ENCODING STM OF BADDELEY STUDY?A. RESULTS - PARTICIPANTS WHO HAD LIST A = HAD WORST RECALL - REMEMBERED 10% OF WORDS COMPARISON TO 60-80% OTHER LISTS
    CONCLUSION - SHOWED ACOUSTIC CONFUSION WHEN RECALLING WORDS FROM STM - STM IS ENCODED ON AN ACOUSTIC BASIS
  25. 25WHO RESEARCHED ENCODING, DURATION AND CAPACITY FOR LTM?A. ENCODING - BADDELEY
    DURATION - BAHRICK
    CAPACITY - WAGENAAR
  26. 26WHAT WAS BADDELEY'S AIM AND METHOD FOR LTM?A. TO EXAMINE HOW INFO IS ENCODED IN LTM - USED THE SAME METHOD AS STM
  27. 27WHAT WERE THE RESULTS FOR BADDELEY'S LTM EXPERIMENT?A. THOSE WHO WERE GIVEN THE SEMANTICALLY SIMILAR WORDS ONLY RECALLED 55%, WHILST OTHERS HAD 70-85%
  28. 28WHAT DID BADDELEY'S LTM STUDY SHOW?A. SIMILAR WORDS SUGGEST THAT ENCODING IN LTM IS SEMANTIC
  29. 29WHAT WAS BAHRICK ET AL'S AIM AND METHOD FOR THE DURATION LTM STUDY?A. AIM - TO INVESTIGATE THE DURATION OF LTM
    METHOD - 400 AMERICAN EX HIGH SCHOLL STUDENTS AGED BETWEEN 17 AND 74 - TIME LEAVING HIGH SCHOLL WAS 48 YRS - ASKED PARTICIPANTS TO RECALL NAMES OF EX CLASSMATES - SHOWED PARTICIPANTS PHOTOS OF CLASSMATES - RECOGNISE NAMES OF CLASSMATES
  30. 30WHAT ARE THE RESULTS AND THE CONCLUSION OF BAHRICK'S LTM STUDY?A. RESULTS - 90% ACCURACY FOR REMEMBERING FACES AND NAMES WITHIN 15YRS OF LEAVING HIGH SCHOOL - RECALL DECLINED 80% FOR NAMES AND 70% FOR FACES AFTER 48YRS
    CONCLUSION - SUGGESTS THAT MEMORY FOR FACES IN LTM IS LONG-LASTING BUT CAN DECLINE OVER TIME
  31. 31HOW DID WAGENAAR FIND THE CAPACITY OF LTM?A. THROUGH CREATING A DIARY OF 2,400 EVENTS OVER A 6 YEAR PERIOD
  32. 32WHAT RESEARCH METHOD DID WAGENAAR USE?A. SELF - REPORT CASE STUDY
  33. 33WHAT TYPE OF SUPPORT WAS USED FOR RESEARCH ON THE MULTI STORE MODEL?A. MURDOCK
  34. 34WHAT WAS MURDOCK'S EXPERIMENT FOR THE MULTI STORE MODEL?A. PRESENTED PARTICIPANTS WITH 20 WORDS. HE THEN ASKED TO RECALL THE WORDS IN ANY ORDER AND WORKED OUT THE PERCENTAGE
  35. 35NAME THE 2 CASE STUDIES TO SUPPORT MSM?A. HENRY MOLAISON
    SHALLICE AND WARRINGTON - PATIENT KF
  36. 36WHAT HAPPENED TO H.M.?A. HE HAD SURGERY AND HAD HIS HIPPOCAMPUS REMOVED - LOST THE ABILIT TO ENCODE NEW INFORMATION INTO LTM
  37. 37WHAT HAPPENED TO PATIENT KF?A. SUFFERED BRAIN DAMAGE AS A RESULT OF A MOTORCYCLE ACCIDENT = MEMORY DIFFICULTY - COULD LEARN AND STORE NEW INFO - COULD ONLY STORE A FEW ITEMS IN STM
  38. 38WHAT RAE THE 3 MEMORIES THAT ARE APART OF LTM?A. EPISODIC
    SEMANTIC
    PROCEDURAL
  39. 39WHAT DOES EPISODIC, PROCEDURAL AND SEMANTIC MEMORY MEAN?A. EPISODIC - MEMORY FOR SPECIFIC EVENTS AND PERSONAL EXPERIENCES
    SEMANTIC - GENERAL KNOWLEDGE ABOUT THE WORD NOT LINKED TO PARTICULAR EVENTS OR CONTEXT
    PROCEDURAL - LONG TERM MEMORY FOR KNOWING HOW TO DO SOMETHING
  40. 40WHAT ARE THE PARTS OUTSIDE THE HUMAN BRAIN?A. FRONTAL
    TEMPORAL
    BRAIN STEM
    CEREBELLUM
    OCCIPITAL
    PARENTAL
  41. 41WHAT ARE THE PARTS INSIDE THE HUMAN BRAIN?A. CEREBRUM
    CORPUS CALLOSUM
    BASAL GANGLIA
    THALAMUS
    HYPOTHALAMUS
    AMYGDALA
    HIPPOCAMPUS
    CEREBELLUM
  42. 42WHAT HAPPENED TO CL - EIGHT YEAR OLD GIRL CASE STUDY FOR LTM?A. SUFFERED BRAIN DAMAGE DUE TO REMOVAL OF A BRAIN TUMOUR. UNABLE TO CRAETE NEW EPISODIC MEMORIES - COULD STILL CREATE AND RECALL SEMANTIC MEMORIES
  43. 43WHAT HAPPENED TO CLIVE WEARING CASE STIUDY FOR LTM?A. WAS A MUSICIAN WHO, FOLOWING BRAIN DAMAGE , DEVELOPED AMNESIA. WAS ABLE TO PLAY PIANO - COULD NOT REMEMBER PLAYING ANYTHING
  44. 44WHAT ARE THE COMPONENTS IN THE WORKING MEMORY MODELA. CENTRAL EXECUTIVE
    VISUOSPATIAL SKETCH PAD
    EPISODIC BUFFER
    PHONOLOGICAL LOOP
  45. 45WHAT HAPPENS IN THE CENTRAL EXECUTIVE?A. INFO ARRIVES FROM THE 5 SENSE - CONTROLS THE FLOW OF INFO - DETERMINES WERE TO ALLOCATE RESOURCES TO EACH 3 SLAVE SYSTEMS
  46. 46WHAT HAPPENS IN THE PHONOLOGICAL LOOP?A. A TEMPORARY LIMITED CAPACITY STORE - FOR ACOUSTIC INFO. HAS 2 SECTIONS - PHONOLOGICAL STORE = INNER EAR AND ARTICULATORY PROCESS = INNER VOICE
  47. 47WHAT IS THE VISUO-SPATIAL SKETCHPAD?A. LIMITED CAPACITY, TEMPORARY STORE FOR VISUAL AND SPATIAL ITEMS. HAD 2 SECTIONS = THE VISUAL CACHE - STORE INFO ABOUT FORM AND COLOUR AND INNER SCRIBE - HANDLES SPATIAL INFO - REHEARSES AND TRANSFERS INFO IN THE VISULA CACHE
  48. 48WHAT HAPPENS IN THE EPISODIC BUFFER?A. SYSTEM INTEGRATES INFO IN WORKING MEMORY WITH THAT IN LTM.
  49. 49WHAT IS THE EVIDENCE USED TO SUPPORT THESE COMPARTMENTS IN THE WORKING MEMORY MODEL?A. CE - BADDELELY - ALTERNATING LETTERS AND NUMBERS TASK
    VSS - GATHERCOLE AND BADDELEY - MOVING LIGHT AND HOLLOW F
    EB - BADDELEY - RECALL BETTER FOR SENTENCES THAN WORDS
    PL - BADDELEY - WORD LENGTH EFFECT
  50. 50WHAT ARE THE 2 EXPLANATIONS FOR FORGETTING?A. INTERFERENCE THEORY
    RETRIEVAL FAILURE
  51. 51WHAT IS THE INTERFERENCE THEORY?A. EXPLANATION FOR FORGETTING WHEN MATERIAL IS BEING RECALLED IN LTM
  52. 52WHAT IS PROACTIVE INTERFERENCE?A. WHEN PREVIOUSLY STORED INFO INTERFERES WITH THE RECALL OF NEW INFO
  53. 53WHAT IS THE CASE STUDY USED TO EXPLAIN INTERFERENCE THEORY?A. KEPPEL AND UNDERWOOD
  54. 54WHAT WAS THE AIM AND METHOD OF KEPPEL AND UNDERWOOD'S STUDY?A. AIM - CONDUCTED THE SAME STUDY AS PETERSON & PETERSON
    METHOD - USED TRIGRAMS FOR THE STUDY
  55. 55WHAT WERE THE RESULTS AND CONCLUSION OF KEPPEL AND UNDERWOOD?A. RESULTS - NOTICED THAT THE NUMBER OF TRIGRAMS RECALLED DECREASED GREATER LENGTH OF TIME SPENT COUNTING
    CONCLUSION - CONCLUDED THAT PROACTIVE INTERFERENCE COULD EXPLAIN AS THE EARLIER MEMORY OF TRIGRAM ENTERED LTM
  56. 56WHAT IS RETROACTIVE INTERFERENCE?A. CODING NEW INFO INTERFERES WITH INFO STORED PREVIOUSLY
  57. 57WHO RESEARCHED RETROACTIVE INTERFERENCE?A. SCHMIDT
  58. 58WHAT WAS SCHMIDTS AIM AND METHOD TO EXPLAIN THIS ?A. AIM - INVESTIGATE HOW RETROACTIVE INTERFERENCE AFFECTS THE ABILITY TO REMEMBER STREET NAMES LEARNT IN CHILDHOOD
    METHOD - 200 PARTICIPANTS RANGING FROM 11-79YRS - SELECTED FROM DATABASE - SENT A QUESTIONNAIRE ASKING THEM QUESTIONS - SENT A MAP OF THEIR NEIGHBORHOOD
  59. 59WHAT IS THE RESULT AND CONCLUSION OF SCHMIDT'S STUDY?A. RESULTS - POSITIVE ASSOCIATION BETWEEN THE NUMBER OF TIMES SOMEONE HAD MOVED, NUMBER OF STREET NAMES FORGOTTEN
    CONCLUSION - RETROACTIVE INTERFERENCE HAD OCCURED, LEARNING NEW STREET NAMES HAD INTERFERED WITH OLD NAMES
  60. 60WHAT IS BADDLELY AND HITCH'S EXPERIMENT?A. AIM - INVESTIGATE WHETHER FORGETTING IS A CONSEQUENCE OF INTERFERENCE OR TRACE DECAY
    METHOD - RUGBY TEAM PLAYERS WERE ASKED QUESTIONS ON WHO THEY PLAYED AGAINST - SOME ALL GAMES IN SEASON OTHERS MISSED THE GAMES - TIME INTERVAL SAME - TRACE DECAY SIMILAR FOR ALL PLAYERS
  61. 61WHAT ARE THE RESULTS ANDF CONCLUSIONS FOR BADDELEY AND HITCHS STUDY?A. RESULTS - THOSE WHO PLAYED THE MOST GAMES FORGOT MORE TEAM NAMES
    CONCLUSION - FORGETTING WAS A CONSEQUENCE OF INTERFERENCE RATHER THAN TRACE DECAY
  62. 62WHAT IS RETRIEVAL FAILURE?A. THEORY OF FORGETTING BELIEVES A MEMORY IS AVAILABLE BUT IS NOT ACCESSIBLE DUE TO THE ABSENCE OF CUES
  63. 63WHAT IS TULVING AND PEARLSTONES STUDY AND METHOD?A. CUED RECALL VS FREE RECALL
    METHOD - PARTICIPANTS GIVEN LISTS OF WORDS TO LEARN WHICH WERE ORGANISED INTO CATEGORIES. THEY WERE THEN GIVEN TEH CATEGORY NAMES WHEN RECALLING THE WORD LIST RECALLED MORE WORDS THAN THOSE WHO WERE ASKED TO FREELY RECALL THE WORD
  64. 64WHAT IS CONTEXT - DEPENDENT FORGETTING?A. FORM OF FORGETTING THAT OCCURS WHEN THERE IS AN ABSENCE OF EXTERNAL RETRIEVAL CUES
  65. 65WHAT PSYCHOLOGISTS RESEARCHED CONTEXT - DEPENDENT FORGETTING?A. ABERNETHY - STUDENT RECALL AND CONTEXT - DEPENDENT FORGETTING
    GODDEN AND BADDELEY - SCUBA DIVERS STUDY AND CONTEXT - DEPENDENT FORGETTING
  66. 66WHAT WAS THE METHOD USED IN ABERNETHY'S STUDY?A. METHOD - STUDENT WERE TESTED BEFORE STARTING A COURSE AND TESTED EVERY WEEK - TESTED BY EITHER USUAL TEACHER IN USUAL ROOM OF BY UNFAMILIAR TEACHER IN AN UNFAMILIAR ROOM. RECALL WAS BETTER WHEN IN THE SAME ROOM AND TAECHER
  67. 67WHAT WAS THE METHOD OF GODDEN AND BADDELY'S STUDY?A. DIVERS LEARNT AND RECLLED INFO FROM EIHER DRY LAND OF IN THE WATER - DIVERS RECALLED LESS INFO WHEN ON LAND, THAN IN WATER
  68. 68WHAT IS STATE - DEPENDENT FORGETTING?A. FORM OF FORGETTING OCCURS WHEN AN INDIVIDUALS INTERNAL ENVIRONMENT IS DIFFERENT AT RECALL TO WHEN IT WAS ENCODED
  69. 69WHO ARE THE 2 PSYCHOLOGISTS WHO STUDIED STATE -DEPENDENT FORGETTING?A. OVERTON - DRUNK/SOBER STUDY AND SUPPORT FOR STATE - DEPENDENT FORGETTING
    DARLEY - MARIJUANA AND SUPPORT FOR STATE - DEPENDENT FORGETTING
  70. 70WHAT DID OVERTON DO IN HIS STUDY?A. PARTICIPANTS WHO HAD LEARNT INFO WHEN THEY WERE DRUNK RECALLED MORE INFO WHEN THEY WERE DRUNK AGAIN TO WHEN THEY TRIED TO RECALL IT WHEN SOBER
  71. 71WHAT DID DARLEY DO IN HIS STUDY?A. PARTICIPANTS WHO HID MONEY WHEN HIGH ON MARIJUANA WERE LESS ABLE TO RECALL WHERE THEY HID MONEY
  72. 72WHAT IS EYEWITNESS TESTIMONY?A. IS EVIDENCE PROVIDED IN COURT BY A PERSON WHO HAS WITNESSED A CRIME
  73. 73WHAT 3 STAGES CAN AFFECT EYEWITNESS TESTIMONY AND WHY?A. ENCODING - POOR VIEW
    STORAGE - MISLEADING INFO
    RETRIEVAL - LEADING QUESTIONS WHEN BEING INTERVIEWED
  74. 74NAME THE 2 FACTORS TAHT AFFECT EYEWITNESS TESTIMONIESA. MISLEADING INFORMATION
    ANXIETY
  75. 75WHO STUDIES MISLEADING INFORMATION?A. LOFTUS AND PALMER - CAR CRASH STUDY
  76. 76WHAT WAS LOFTUS AND PALMER'S AIM ?A. AIM - INVESTIGATE WHETHER THE VERB USED TO DESCRIBE AN INCIDENT WOULD AFFECT THE ESTIMATES OF SPEED OF 2 CARS INVOLVED
  77. 77WHAT WAS THE METHOD USED IN LOFTUS AND PALMERS STUDY?A. 45 STUDENTS SHOWN FILM CLIPS OF TRAFFIC ACCIDENTS AND ASKED HOW FAST THE CARS INVOLVED IIN THE COLLISION WERE TRAVELING. 'HOW FAST WERE THE CARS GOING WHEN THEY......... INTO ONE ANOTHER - PARTICIPANTS EITHER SAID = SMASHED, COLLIDED, BUMPED, HIT, CONTACTED
  78. 78WHAT WAS THE RESULT AND CONCLUSION OF LOFTUS AND PALMERS STUDY?A. RESULTS - WORDING USED WITHIN QUESTIONS AFFECTED THE SPEED PARTICIPANTS ESTIMATED THE CARS WERE TRAVELING AT
    CONCLUSION - LEADING QUESTIONS CAN AFFECT MEMORY RECALL
  79. 79WHO SUPPORTED AND REFUTED LOFTUS AND PALMER'S STUDY?A. SUPPORT - LOFTUS AND ZANNI - BROKEN HEADLIGHT STUDY
    REFUTED - YULLIE AND CUTSHALL - REAL LIFE ROBBERY
  80. 80WHAT DID LOFTUS AND ZANNI DO TO SUPPORT LOFTUS AND PALMER'S STUDY?A. METHOD - SHOWED PARTICIPANTS A FILM OF A CAR ACCIDENT - WERE ASKED "DID YOU SEE A BROKEN HEADLIGHT?" OTHERS WERE ASKED "DID YOU SEE THE BROKEN HEADLIGHT"
  81. 81WHAT WAS LOFTUS AND ZANNI'S RESULTS AND CONCLUSION?A. RESULTS - 7% ASKED ABOUT A BROKEN HEADLIGHT REPORTED TO SEEING ONE. 17% ASKED ABOUT THE HEADLIGHT REPORTED SEEING ON (NO HEADLIGHT ON VIDEO)
    CONCLUSION - BY SUGGESTING THE PRESENCE OF A BROKEN HEADLIGHT THE PARTICIPANTS ARE MORE LIKELY TO TRANSEPT A FALSE MEMORY
  82. 82WHAT WAS YULLIE AND CUTSHALL'S REFUTING RESEARCH ABOUT?A. METHOD - INTERVIEWED 13 WITNESSES 4 MONTH AFTER BEEN INVOLVED IN AN ARMED ROBBERY IN CANADA AND INCLUDED 2 MISLEADING QUESTIONS
  83. 83WHAT WERE YULLIE AND CUTSHALL'S RESULTS AND CONCLUSION?A. RESULTS - FOUND THAT PARTICIPANTS WERE NOT LED BY LEADING QUESTIONS, ACCOUNTS THAT THEY GAVE WERE ACCURATE
    CONCLUSION - LEADING QUESTIONS ARE LESS LIKELY TO AFFECT A PERSON WHO WAS INVOLVED IN A REAL LIFE SCENARIO
  84. 84WHAT IS POST - EVENT DISCUSSION?A. INFO BEING ADDED TO THE MEMORY EFFECTS THE EVENT THAT HAS OCCURRED
  85. 85WHO CREATED EVIDENCE FOR POST - EVENT DISCUSSION?A. LOFTUS AND PALMER - BARN AND STOP SIGN STUDY
  86. 86WHAT WAS THE METHOD ON LOFTUS AND PALMER?A. METHOD - PARTICIPANTS WERE SHOWN A SHORT VIDEO OF A CAR TRAVELING ALONG A COUNTRY ROAD. PARTICIPANTS ASKED IN CONDITION 1 ASKED "HOW FAST WAS THE CAR GOING WHEN IT PASSED THE 'STOP SIGN'. THERE WAS A STOP SIGN. CONDITION 2 WAS ASKED "HOW FAST WAS THE CAR GOING WHEN IT PASSED THE BARN?" WAS NO BARN
  87. 87WHAT WAS THE RESULT AND CONCLUSION IN LOFTUS AND PALMERS STUDY?A. RESULTS - WHEN ASKED LATER IF THEY HAD SEEN A BARN ONLY 2% RECALLED SEEING A BARN IN CONDITION ONE; HOWEVER 17% WHO HAD RECEIVED THE POST - EVENT INFO IN CONDITION 2 DID SEE A BARN
    CONCLUSION - HAD CONFUSED TEH ACTUAL EVENT WITH POST - EVENT INFO
  88. 88WHO RESEARCHED SUPPORT AND REFUTING FOR LOFTUS AND PALMERS STUDY ON POST - EVENT DISCUSSION?A. SUPPORT - LOFTUS AND PICKRILL - BUGS BUNNY STUDY
    REFUTING - LOFTUS - RED PURSE STUDY
  89. 89WHAT HAPPENED IN LOFTUS AND PICKRILL'S STUDY?A. METHOD - STUDENTS WHO VISITED DISNEYLAND WERE ASKED IF THEY SAW BUGS BUUNY ON ADVERTISEMENTS.
    RESULTS - PARTICIPANTS INFLUENCED BY POST - EVENT INFO LATER RECALLED SEEING BUGS BUNNY ON DISNEY ADVERTISEMENTS
  90. 90WHAT DID LOFTUS DO TO REFUTE LOFTUS AND PALMERS STUDY?A. METHOD - PARTICIPANTS SHOWN IMAGES OF A MAN STEALING A RED PURSE AND LATER READ AN ACCOUNT BY A PROFESSOR WHO CLAIMED THE PURSE WAS BROWN
  91. 91WHAT WERE LOFTUS'S RESULTS AND CONCLUSION?A. 2 PARTICIPANTS PERSISTED IN DESCRIBING THE PURSE AS RED - REJECTING POST - EVENT INFO
    CONCLUSION - SHOWS WHEN POST - EVENT INFO IS BLATANTLY WRONG PEOPLE WONT BELIEVE IT.
  92. 92WHAT IS ANXIETY?A. WHEN AN INDIVIDUAL WITNESSES VIOLENCE OF A REAL LIFE CRIME IF OFTEN LEADS TO ANXIETY - CAN IMPAIR THEIR ABILITY TO ENCODE AND RETRIEVE MEMORIES
  93. 93WHAT DID DEFFENBACHER USE TO EXPLAIN ANXIETY?A. THE YERKES - DODSON INVERTED -U HYPOTHESIS TO AFFECT THE ACCURACY OF EWT
  94. 94WHAT HAPPENS IN LOW, MODERATE AND HIGH ANXIETY?A. LOW ANXIETY - POOR ANXIETY
    MODERATE ANXIETY - OPTIMAL PERFORMANCE
    HIGH ANXIETY - DECLINED IN ACCURACY
  95. 95WHO CREATED A STUDY FOR ANXIETY?A. LOFTUS ET AL - WEAPON FOCUS EFFECT
  96. 96WHAT WAS THE AIM FOR LOFTUS WEAPON FOCUS EFFECT STUDY?A. AIM - INVESTIGATED WHETHER THE 'WEAPON FOCUS' EFFECT WOULD IMPAIR PARTICIPANTS ABILITY TO IDENTIFY A SUSPECT
  97. 97WHAT WAS THE METHOD FOR LOFTUS WEAPON FOCUS EFFECT STUDY?A. METHOD - EXPOSED TO ONE OF 2 CONDITIONS:
    1. OVERHEARD A LOW KEY DISCUSSION IN A LAB - MAN EMERGED WITH GRAESY HANDS AND HOLDING A PEN
    2. OVERHEARD A ARGUMENT - A MAN EMERGED HOLDING A PAPER KNIFE COVERED WITH BLOOD
  98. 98WHAT WERE THE RESULTS AND CONCLUSION ON LOFTUS WEAPON FOCUS EFFECT?A. RESULTS - PARTICIPANTS WERE GIVEN PHOTOS AND ASKED TO IDENTIFY THEM - GROUP 1 = 49% ACCURATE, GROUP 2 = 33% ACCURATE
    CONCLUSION - ANIETY COURSED BY THE KNIFE MADE PARTICIPANTS FOCUS ON THE WEAPON AND NOT THE APPEARANCE OF THE MAN
  99. 99WHAT RESEARCH REFUTED AND SUPPORTED LOFTUS'S STUDY?A. SUPPORT - PETERS - FIELD STUDY IN A CLINIC
    REFUTE - CHRISTIANSON AND HUBINETTE - BANK ROBBERY
    REFUTE - YUILLE AND CUTSHALL - REAL LIFE SHOOTING
  100. 100WHAT HAPPENS IN PETERS?A. METHOD - MET A RESEARCHER AND A NURSE WHILST ATTENDING THEIR LOCAL HEALTH CLINIC FOR AN INOCULATION. SPENT AN EQUAL AMOUNT OF TIME WITH THE NURSE AND RESEARCHER. WEEK LATER PARTICIPANTS WERE ASKED TO IDENTIFY THE NURSE AND THE RESEARCHER FROM A SET OF PHOTOS
  101. 101WHAT THE RESULT AND CONCLUSION OF PETER'S STUDY?A. RESULTS - MORE ACCURACY WAS FOUND FOR IDENTIFICATION OF THE RESEARCHER THAN THE NURSE
    CONCLUSION - HEIGHTENED LEVELS OF ANXIETY DUE TO THE INJECTION LED TO A DECREASE IN MEMORY ACCURACY
  102. 102WHAT WAS CHRISTIANSON AND HUBINETTE STUDY?A. METHOD - 110 WITNESSES WHO HAD BEEN PRESENT DURING BANK ROBBERIES WERE QUESTIONED. SOME WERE BYSTANDERS IN THE BANK WHERE AS OTHERS WERE EMPLOYERS WHO HAD BEEN THREATENED.
  103. 103WHAT WERE THE RESULTS AND CONCLUSIONS FOR CHRISTIANSON AND HUBINETTE?A. RESULTS - VICTIMS WHO HAD EXPERIENCED HIGHER LEVELS OF ANXIETY, HAD BEEN ACCURATE AND DETAILED RECALL THAN BYSTANDERS
    CONCLUSION - PEOPEL WERE ACCURATE WHEN RECALLING HIGHLY STRESSFUL EVENTS IN REAL LIFE
  104. 104WHAT WAS YUILLE AND CUTSHALL'S STUDY ON REFUTING LOFTUS?A. METHOD - 13 WITNESSES WERE INTERVIEWED 4 MONTHS AFTER THEY HAD WITNESSED A SHOOTING THAT HAD RESULTED IN A MAN'S DEATH
  105. 105WHAT WERE THE RESULTS AND CONCLUSION ON YUILLE AND CUTSHALL STUDY?A. RESULTS - THOSE WHO WERE MOST DISTRESSED AT THE TIME HAD MORE ACCURATE REACLL THAN THOSE WHO WERE LESS STRESSED
    CONCLUSION - SUGGESTS THAT EWT FOR REAL LIFE EVENTS ARE ACCURATE DESPITE HIGH LEVELS OF ANXIETY
  106. 106WHO STUDIED THE COGNITIVE INTERVIEW?A. GEISELMAN ET AL - DEVELOPED THE COGNITIVE INTERVIEW TO DEAL WITH STANDARD POLICE INTERVIEWS
  107. 107WHAT ARE THE 4 COGNITIVE INTERVIEW COMPONENTS?A. MENTAL REINSTATEMENT
    REPORT EVERYTHING
    CHANGE OF NARRATIVE ORDER
    CHANGE OF PERSPECTIVE
  108. 108WHAT IS ENHANCED COGNITIVE INTERVIEW?A. FISHER ENHANCED THE COGNITIVE INTERVIEW AS IT WAS VERY SUCCESSFUL
  109. 109WHAT IS INCLUDED IN THE ENHANCED INTERVIEW?A. NO DISTRACTION
    NO INTERRUPTIONS
    OPEN QUESTIONS
    REDUCE ANXIETY
    AVOID LEADING QUESTIONS
    GETTING THE WITNESS TO SPEAK SLOWLY
  110. 110WHO HELPED RESEARCH THE ENHANCED COGNITIVE INTERVIEW?A. GEISELMAN
    KOHNKEN
    MILNE AND BULL
  111. 111WHAT DID GEISELMAN DO IN HIS STUDY?A. METHOD - TESTED THE EFFECTIVENESS OF THE CI BY COMPARING IT TO STANDARD INTERVIEW. SHOWED POLICE TRAINING VIDEOS OF A VIOLENT CRIME TO PARTICIPANTS AND DAYS LATER THE PARTICIPANTS WERE INTERVIEWED
  112. 112WHAT WERE THE RESULTS GEISELMAN STUDY?A. THE NUMBER OF ITEMS CORRECTLY RECALLED WAS RECORDED. STUDENTS CALLED 41.5 CORRECT ITEMS DURING THE CI COMPARED 29.4 ITEMS IN STANDARD INTERVIEW
  113. 113WHAT HAPPENED IN KOHNKEN STUDY?A. METHOD - CONDUCTED A META - ANALYSIS OF MORE THAN 50 STUDIES AND FOUND AN INCREASE IN THE AMOUNT OF CORRECT INFO GENERATED IN THE COGNITIVE INTERVIEW IN COMPARISON TO THE STANDARD INTERVIEW
  114. 114WHAT WAS THE COCLUSION FOR KOHNKEN'S STUDY?A. THE COGNITIVE INTERVIEW IS SEEN AS AN EFFECTIVE TECHNIQUE
  115. 115WHAT HAPPENED IN MILNE AND BULL'S STUDY?A. COLLEGE STUDENTS AND CHILDREN FOUND THAT WHEN USING THE REPORT EVERYTHING AND MENTAL REINSTATEMENT OF CONTEXT TECHNIQUE - THEY PRODUCED MORE EFFECTIVE RECALL THAN WHEN JUST USING ONE COMPONENT

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A level Psychology Karteikarten am Psychology: memory, erstellt von Libby Collingwood am 03/12/2016.
Erstellt von
Libby Collingwood
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