Fichas
Psychology - Memory
Fichas del conjunto (36)
- 1EWT MISLEADING INFO - Loftus + Palmer What didInterviewed 40+ students with an IM design, in a lab situation
Showed p's a clip of a car crash + asked them various q's about it
Asked how fast the car was going but changed the verb (smashed vs. contacted) - 2EWT MISLEADING INFO - Loftus + Palmer What foundEstimated speed varied depending on the verb
Smashed = 41 mph
Contacted = 32 mph - 3EWT MISLEADING INFO - Loftus + Palmer Extra'sAsked p's back later + asked if they had seen "broken glass" when the crash happened
Those who were in the smashed condition were more likely to say yes due to their estimated speed - 4EWT MISLEADING INFO - Yuille + Cutshall What didInterviewed witnesses to an armed robbery in Vancouver, 4-5 months after it happened
Asked them leading + non-leading q's about what took place during the robbery - 5EWT MISLEADING INFO - Yuille + Cutshall What foundMisleading q's had no effect on p's memory of the event
Deeply effect = most accurate
Police statement at the time showed that their answers were practically exact both times - 6EWT ANXIETY - Loftus et al What didVolunteer sample - 2 groups
They were showed a slide show from a taco restaurant of a customer
1st group - pay with cheque
2nd group - pulls out gun
Asked to pick out the man's face from a 12 person line up - 7EWT ANXIETY - Loftus et al What foundWeapons focus impairs recall
Cheque - 40% correct ID
Cheque - 2.44 seconds of eye fixation
Gun - 11% correct ID
Gun - 3.72 seconds of eye fixation - 8EWT ANXIETY - Deffenbacher What didA meta analysis of 30+ studies involving anxiety + witness recall
- 9EWT ANXIETY - Deffenbacher What foundOverall, anxiety does decrease recall
- 10EWT AGE - Valentine + Coxon What didUsed a natural exp. - IV = age
Used children, adults + elderly
P's were shown a video of a kidnapping + were asked leading + non-leading q's about it - 11EWT AGE - Valentine + Coxon What foundKids + elderly are the most affected by leading q's
Adults aren't affected as much by lq's - 12EWT AGE - Anastasi + Rhodes What didUsed young, middle aged + old p's
Asked them to look at 48 photos and rate them for hotness
Later shown another 48 pics + had to pick out the 24 they had seen before - 13EWT AGE - Anastasi + Rhodes What foundAll age groups were better at recalling their own age compared to others
Young - 90% recall accuracy
Middle Aged - 93% recall accuracy
Elderly - 66% recall accuracy - 14EWT COGNITIVE INTERVIEW - Report EverythingThe witness needs to say everything that happened, even if they believe its irrelevant
E.G. what the weather was like - 15EWT COGNITIVE INTERVIEW - Context ReinstatementDescribe the environmental details when the event took place
E.G. emotions, sights, sounds, smells - all cues to forgotten info - 16EWT COGNITIVE INTERVIEWS - Recall in Reverse OrderStart halfway through an event and work backwards
E.G. when the ambulance came for a stab victim - may retrieve lost info - 17EWT COGNITIVE INTERVIEW - Change in PerspectiveWitnesses are asked to recall the event from another persons POV
E.G. another witnesses POV - 18MEMORY IMPROVEMENT STRATEGIES - ImageryPicture what you want to remember
DUAL CODING HYPOTHESIS - words + images are easier to remember
E.G. a teacher remembering her students names - 19MEMORY IMPROVEMENT STRATEGIES - Narative ChainingLinking words together in a story
SEMANTIC ENCODING - similar sounding words
E.G. remembering a shopping list - 20MEMORY IMPROVEMENT STRATEGIES - Mind MapsUse pictures, words + colourful curvy lines
DUAL-CODING HYPOTHESIS - pictures + words are remembered together better
E.G. a student revising for their exams - 21MULTI STORE MODEL OF MEMORY Key FeaturesMade up of unitary stores
Information passes in a linear way
Each store has different capacity, encoding + duration - 22MULTI STORE MODEL OF MEMORY Sensory MemoryCapacity - large
Encoding - visual + auditory
Duration - limited
Info passes to ST due to attention - 23MULTI STORE MODEL OF MEMORY Short-Term MemoryCapacity - 7 +/- 2 items
Encoding - acoustic
Duration - 18 seconds
Info passes to LT through rehersal - 24MULTI STORE MODEL OF MEMORY Long-Term MemoryCapacity - unknown
Encoding - semantic
Duration - long
Info can be lost due to trace decay, but can be brought back with cues - 25MULTI STORE MODEL OF MEMORY STRENGTHS - Glanzer + CunitzGave p's a list of words to remember
Found that the first + last few words are memorized, but not the middle few
Start - LTM
Middle - not enough rehearsal, so lost
End - STM - 26MULTI STORE MODEL OF MEMORY STRENGTHS - Clive WearingSupports UNITARY STORES
His LTM was intact - remembers wife + how to play the piano
His STM was damaged - can't remember his wife leaving/entering a room - 27MULTI STORE MODEL OF MEMORY LIMITATIONS - KFContradicts UNITARY STORES
He had normal visual STM, but had abnormal verbal STM - knew faces, not names
Shows there must be more than 1 type of STM - 28MULTI STORE MODEL OF MEMORY LIMITATIONS - WMM better at explaing amnesiac cases (KF)WMM can better explain KF's abnormal verbal STM + normal visual STM
Phonological loop damaged
Visuo-Spatial Scratchpad intact - 29WORKING MEMORY MODEL Central ExecutiveCommand centre of STM
Directs attention to tasks
Limited capacity - 30WORKING MEMORY MODEL Visuo-Spatial ScratchpadWorks with images
"Inner eye"
One of the slave systems - 31WORKING MEMORY MODEL Phonological LoopWorks with words
Phonological Store - stores words
Articulatory Process - silently repeats words
"Inner ear"
One slave system - 32WORKING MEMORY MODEL Episodic BufferTransfers info from the STM to the LTM
Added after heavy criticism of the model - 33WORKING MEMORY MODEL STRENGTHS - Brain ScansSupports separate STM stores
Occipital Lobe - visual tasks
Pre-Frontal Lobe - attention directing tasks - 34WORKING MEMORY MODEL STRENGTHS - KFSupports that that the WMM has multiple stores for STM
His Phonological Loop was damaged
His Visuo-Spatial Scratchpad was normal - 35WORKING MEMORY MODEL LIMITATIONS - Experimental EvidenceResearch is very limited for the CE - most important part of the model
Has an unknown capacity yet it's the main feature of the model - 36WORKING MEMORY MODEL LIMITATIONS - MSMThe MSM better explains how memory is transfered into LTM, whereas the Episodic Buffer was added on years later, after the model was being used
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- A-level (PSYA1) Psychology Fichas sobre Psychology - Memory, creado por BritishRaven el 04/05/2015.
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- BritishRaven
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