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Joseph Herson English 93 cards

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  1. 1What is infantile amnesiaAmnesia that prevents memory of events from the infant stage of development occurring. Usually before someone can talk
  2. 2What stimuli does Habituation-Dishabituation assess?Auditory and Visual
  3. 3Name three methods of assessing infantile memory1. Habituation-Dishabituation
    2. Conjugate-reinforcement paradigm
    3. Deferred imitation
  4. 4How does habituation-dishabituation work as a method of testing infantile memory?Stimulus is presented until habituation occurs, they stimulus is then changed, if infant reacts then dishabituation has happened.
  5. 5Name two phenomona of interest regarding HD1. Novelty Preference
    2. Familiarity Preference
  6. 6Describe Novelty preference.Novelty preference is a preference for new stimuli and assesses recent memory. Infants will look for longer at new and novel stimuli.
  7. 7Describe familiarity preference.Recovery to familiar stimuli is quicker and suggests that infants have memory over longer periods of time.
  8. 8Name three studies that test visual memory in young babies.1. Friedman (1972) Infants 1-4 days old with checkerboards.
    2. Doherty and Hepper (2000) fetus responds to stimuli.
    3. Bahrick, Gogate and Ruiz (2002) Captivating action over familiar face.
  9. 9Name two pieces of research into habituation using auditory stimuli.1. DeCasper and Fifer (1972) Cat in the Hat.
    2. Juscyzk and Hohne (1997) 7 month old babies and words from a story.
  10. 10What does conjugate reinforcement paradigm use a stimulus.Tests of recall using operant conditioning
  11. 11Describe how conjugate reinforcement paradigm tests for recall.An activity is paired with an outcome, if the child remembers the activity it recieves a desired outcome.
  12. 12Name the four stages of Conjugate reinforcement paradigm.Baseline- Establish a base rate of action.
    Acquisition phase- pair action with outcome.
    Immediate retention.
    Interval stage- Interval between acquisition and retention can vary.
  13. 13Name three pieces of research for conjugate reinforcement paradigm.1. Rovee-Collier (1999) 2-3 month old infants remember for one week. 6 months remember for two weeks.
    2. Sullivan (1982) a reminder of action can bring an infant to acquisition level.
    3. Hayne, Boniface and Barr (2000) after 9 months context of action didnt matter.
  14. 14What stimulus is used to test for deferred imitation.Recall is tested through visual stimuli.
  15. 15Describe deferred imitation.Infant briefly exposed to an action performed on a toy that they are not allowed to touch, a time period later child is represented with toy to see if the target action is reproduced.
  16. 16Who developed Deferred imitation.Meltzoff (1985)
  17. 17How does deferred imitation test memoryMust be due to memory as the infant cannot commit the action to motor memory as they cannot touch it.
  18. 18Name two studies that support deferred imitation.1. Meltzoff (1985) imitation for up to 1 day in 14 month old infants.
    2. Meltzoff and Moore (1994) 6 weeks old imitated facial expressions of unfamiliar faces.
  19. 19In regards to relationships between infant memory and predicting later cognitive development; Describe Stridd et al., 2006's results.Low Deferred imitation performance at 9 months meant poor cognitive development at 4 years old.
  20. 20In regards to relationship between infantile memory and predicting later cognitive memory; Describe Heinemann et al., 2006 results.Recognition at 6 months and imitation at 9 months was found to be significantly related to communication skills in later infancy.
  21. 21In regards to relationship between infantile memory and predicting later cognitive memory; Describe Thomson et al., (1991).Good visual recognition was found to be related to increased receptive language skills at age 3.
  22. 22In regards to relationship between infantile memory and predicting later cognitive memory; Describe Heathcock, Bhat, Lobo and Galloway (2004) results.Differences were found between premature and full term infants of the same age on their memory of conjugate reinforcement paradigm activities.
  23. 23Define memory spanMaximum amount of items that can be immediately recalled. Brainerd (1983) suggested it was related to general intelligence and was related to many everyday cognitive activities.
  24. 24Describe the development of memory span.There is a marked increase in memory span during childhood with most 10 year olds displaying their adult capacity.
  25. 25Name four factors considered to underline the increase in memory span.1. Processing Efficiency.
    2. Development of rehearsal.
    3. Speech rate/ Articulation time hypothesis.
    4. Long-term memory mechanisms.
  26. 26What is processing efficiency?As we age we take up less space to operate leaving more space for storage hence in the increase in memory span
  27. 27Who proposed Processing Efficiency?Cast et al., 1982
  28. 28How do we measure processing efficiency?Item identification time
    Younger children need more time to identify items
  29. 29Name two studies that support processing efficiency?1. Biemiller (1977) Reading words.
    2. Hitch et al., (1989) Repeating words.
  30. 30Name a study that critiques Processing Efficiency.Henry and Millar (1991)
    Age differences in span still remained after children of different ages being matched on identification times.
  31. 31Describe development of rehearsal.Verbal rehearsal is considered vital to maintaining information in the short term memory and as we age we learn to do this better.
  32. 32Who proposed rehearsal?Atkinson and Schifferin (1968)
  33. 33How do we measure development of rehearsal>Labelling studies
    Children label items as they are presented, giving them names that allow them to rehearse.
  34. 34What evidence supports development of rehearsal as a factor of development of memory span?Hagan and Kingsley (1968)
    rehearsal was not evident in youngest and was found to improve recall in 6-8 year olds.
  35. 35What research critiques development of rehearsal as a theory for the development of memory span?Henry (1991)
    articulatory suppression was used and had no effect on rehearsal. age difference was still apparent.
  36. 36Describe speech rate or articulatory time hypothesisVerbal material is held in the phonological loop and therefore the faster you can speak the faster you can rehearse information, thus improving recall.
  37. 37What research supports the articulatory time hypothesis?Baddeley et al., (1975)
    word length effect, longer words are harder to remember
  38. 38What evidence supports articulatory time hypothesis?Nicholson (1981)
    Linear relationship between speech rate and memory span, older children could remember longer words with more ease than younger children.
  39. 39Describe lexicality as a long term memory mechanism.Memory for real words is easier than non-words.
    Non-words that sound real are easier to remember than non-words that sound fake.
  40. 40Who proposed the notion of lexicality?Hulme et al., 1991
  41. 41Name four factors linked to the development of the long term memory.1. Processing efficiency.
    2. Development of strategies.
    3. Expanding knowledge base.
    4. Metamemory
  42. 42Name five rehearsal strategies.1. Rehearsal
    2. Organization.
    3. Elaboration.
    4. Retrieval.
    5. Resource allocation.
  43. 43Describe rehearsal as a memory strategy with a reference.Repeating information until it is moved to the long term memory.
    Keeney et al., (1967) lip syncing to learn a song.
  44. 44Describe organisation as a memory strategy with a reference.Organising information into categories or groups.
    Flavell et al., (1993) younger children group by space whereas older children group by category.
  45. 45Describe elaboration as a memory strategy with a reference.Developing links between items such as mnemonics.
    Flavell et al., (1993) accounts for much improvement in memory ability.
  46. 46Describe retrieval as a memory strategy with a reference.Efficient use of retrieval cues to recall information.
    Kenniston and Flavell (1979) younger children find it harder to recall information unless there are external cues.
  47. 47Describe resource allocation as a memory strategy with a reference.Ability to focus on the most relevant information.
    Miller (1990) older childen can focus more on important information whilst younger children are less selective.
  48. 48What did Miller (1990) say about memory strategies?Even with the use of them, age differences still were apparent.
  49. 49Describe expanding knowledge base as a factor in the development of the long term memory span.As children get older their knowledge base increase in size and becomes better organised, therefore allowing easier and faster recall of information.
  50. 50Who proposed the expanding knowledge base as a factor of long term memory span development.Bjorklund, 1987
  51. 51What is metamemory?Metamemory is knowledge about memory.
  52. 52What evidence supports the notion of metamemory as a factor in the improvement of long term memory.Kreutzer et al., (1975)
    Children showed knowledge of their own memory abilities and as they aged they became better at estimating their own memory ability.
  53. 53What is autobiographical memory?Autobiographical memory is the memory we have for our own personal experiences.
  54. 54Name three methods of studying autobiographical memory.1. Cue word technique (Robinson, 1976).
    2. Diary studies (Linton, 1982).
    3. Free recall (Waldfogel, 1948).
  55. 55Name three features of autobiographical memory.1. Large amount of forgetting. 30% remembered.
    2. Truthful rather than accurate.
    3. Flashbulb memories (dramatic and vivid flashbacks).
    4. Uneven distribution of memory from across lifespan.
  56. 56Name the three knowledge bases within autobiographical memory.1. Lifetime periods.
    2. General Events.
    3. Event specific knowledge
  57. 57Describe lifetime periods.Memory of extended periods with a persons autobiography, such as when I was at university or when i lived with...
  58. 58Describe general events within autobiographical knowledge base.Memory that is more specific than lifetime periods such the number of times you visited a place within lifetime events
  59. 59Describe event-specific knowledge within autobiographical knowledge base.Images, feelings, objects and specific actions within an event. Incredibly detailed and sensory.
  60. 60Name three factors related to lifetime periods with the autobiographical knowledge base.1. Contains thematic knowledge (common features of that period and temporal knowledge).
    2. Can overlap in memory in terms of chronology.
    3. Lifetime periods can be thematically linked to form higher order themes such as work or relationships.
  61. 61Name three relationships between the self and the autobiographical memory.1. Goal importance.
    2. The working self.
    3. Goal concerns.
  62. 62Define the SelfThe self is the notion of acceptance of who and what you are
  63. 63Explain the relationship between goal importance and the self in conjunction with the autobiographical memory.Goal importance is the importance of a goal that represents where you are and where you would like to be. it is a standard or ideal that allows you the assess the dissonance between the current state of the world and where you would like it to be.
  64. 64Explain the relationship between the working self and the self in conjunction with the autobiographical memory.The working self is a set of control processes that limit you cognition and behaviour, thus governing the way you interact with the world. It is driven by pursuit of goal attainment. It is also influenced by previous memories.
  65. 65Explain the relationship between goal concerns and the self in conjunction with the autobiographical memory.Memories associated with feelings of happiness and pride are strongly linked to goal attainment.
  66. 66Describe the self memory systemThe self memory system is the autobiographical memory is base in conjunction with the working self.
  67. 67Who proposed the self memory system?Conway et al., 2000, 2004
  68. 68Explain the relationship between the autobiographical memory and the working self.autobiographical memory grounds the self and helps maintain goals that are realistic and consistent with existing knowledge.
    Working self determines which knowledge can be accessed, it facilitates goals and can inhibit negative memories.
  69. 69Describe descrepancies in regards to the self memory system.Discrepancies between autobiographical knowledge and goals can underline various disorders such as confabulation and delusional grandeur in schizophrenic patients
  70. 70How can the self memory system be applied to PTSD sufferers.Traumatic events represent a threat to current plans and goals, as the memories cannot be integrated it therefore causes problems with new goal creation and attainment.
  71. 71How can the self memory system be applied to depressive patients?Depressive patients have an inability to generate detailed specific memories, the working self prevents access to knowledge that may destabilise the goals of the working self
  72. 72Name the terms for both past and future memory abilities1. Retrospective
    2. Prospective
  73. 73Define Retrospective memorymemory for things we have already experienced, remember what we know and awards greater availability for external cues
  74. 74define prospective memoryThe memory to carry out an intended action in future and focuses on when we intent to do something. Cues rely on self initiated processing
  75. 75Name the two types of prospective memory as outlined by Sellen et al, 1997Event Based and Time Based
  76. 76Define Event based prospective memoryRemembering to perform an action when the appropriate circumstances arise, it is largely triggered by external cues.
  77. 77Define time based prospective memoryIt is the ability to remember to perform a given action at a particular time. It relies on fewer external cues and relied on self generated cues. it is more likely to be forgotten.
  78. 78Name the five stages of prospective memory as outlined by Ellis and Freeman (2008)1. Encoding
    2. Retention
    3. Retrieval
    4. Execution
    5. Evaluation
  79. 79Define the encoding stage of prospective memoryThe storage of information about what actions and when they need to be done
  80. 80Define the retention stage of prospective memorythe stage where the information is stored over a period of time
  81. 81Define the retrieval stage of prospective memorythe stage in which an opportunity presents itself for the action to be carried out.
  82. 82Define the execution stage of prospective memoryThe action is carried out
  83. 83Define the evaluation stage of prospective memory.The stage in which the outcomes of the previous stages are evaluated
  84. 84Name three methods of testing prospective memory1. Everyday Life
    2. Naturalistic studies.
    3. Laboratory paradigm.
  85. 85Outline a Everyday life study for prospective memory.Marsh, Hicks and Landou (1998)
    People have 15 weekly goals
    25% were not completed due to rescheduling and reprioritisation.
    3% were forgotten.
  86. 86Outline a naturalistic study regarding prospective memory.Meacham and Singer (1977)
    Return of postcards on specific times and days.
    Payments helped but not much.
    Reminders helped more.
  87. 87Outline a laboratory paradigm study into prospective memoryEinstein and McDaniel (1990)
    An ongoing task mimics real life, prospective memory task embedded within ongoing task.
  88. 88What has been found through the study of prospective memory using everyday life, naturalistic and laboratory.1. Specific targets are remembered better than general.
    2. Distinctive targers are more memorable.
    3. Perspective memory tasks require the frontal lobe (executive processes).
  89. 89Who proposed the Preparatory, attentional and memory processes theory?Smith and Boyen (2005)
  90. 90What does PAM theory stand for?Preparatory, attentional and memory processes theory
  91. 91Define the PAM theory?A theory outlining that successful prospective memory performance involves both monitoring and retrospective memory processes.
  92. 92Outline the monitoring process of the PAM theory1. Says when to complete an action.
    2. Starts when one forms an intention.
    3. Maintained until the action is completed.
    4. consuming cognitive process.
  93. 93Outline the retrospective memory processes of the PAM theory1. Says what action to do in the future.
    2. Discriminated between prospective targets and non-targets.

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Flashcards on Crowley cards, created by Joseph Herson on 14/05/2014.
Created by
Joseph Herson · May 2014
Updated
Feb 19, 2016
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