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MEMORY A03 NEW
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- 1The multistore model of memory Strengths from brain scansStrengths from brain scans
studies using brain scanning techniques, demonstrate that there is a difference between STM and LTM- Beardsley (1997) found that the prefrontal cortex is active during STM tasks but not LTM tasks. Squire et al found the hippocampus is active when LTM is engaged. - 2Supporting evidence from case studiesHM was studied by Milner 1957- he was brain damaged and this was caused by the removal of the hippocampus from both sides of the brain to reduce the sevre epilepsy he had discovered, researchers found that his personality and interlect remained intact but he could not form new LTM although he could remember things from before surgery which suggests his LMT is not intact and fully working, which further supports them being two separate stores.
- 3The multi store model is too simpleThe multi store model suggests that STM and LTM are two single unitary stores, however research shows that the STM is actually divided in to many different stores and how much they can hold in terms of duration and capacity. The same is for LTM, there are different types of long term memory such as episodic, semantic and procedural.
- 4Long term memory involves more than just maintenance rehearsalResearchers suggest memories are created by processing rather through maintenance rehearsal( repetition) the deeper the processing and more meaningful the information the more you will remember it.
- 5The working memory model Strengths- dual task performanceDual task performance-
Hitch and Baddeley's study of dual task performance supports the evidence of the central executive. Participants were given two tasks, task one used the CE- They were first given statement 'B is followed by A' then given the letters AB and asked if it is correct. Task either involved the articulatory loop (repeating 'the,'the,the') or both the central executive and the articulatory loop saying random digits.
They found that talk 1 was slower when talk 2 involved both the central executive and the articulatory loop, this demonstrates the dual task performance and shows evidence for the central executive. - 6Evidence from brain damaged patients-Shallice and Warrington- studied KF whose short term forgetting of auditory information was much greater than those of the visual stimuli, in addition his auditory problems were limited to verbal material such as letters and digits but not meaningful sounds. His brain damage seemed to be restricted to the phonological loop.
- 7Limitations- the central executivePsychologists claim that the description of the central executive is too vague and doesn't really explain anything. Critics also feel that its too simple and there are probably several components of the central executive. Damasio 1985 studied a patient called EVR who had his cerebral tumour removed he performed well on reasoning however his decision making skills were poor which suggests that intact his central executive was not wholly intact.
- 8Limitations evidence from brain damaged patientsThere are a number of problems with using brain damaged patients. the process of brain injury is traumatic which in itself changes behaviour and how people perform- Individuals may also have difficulties in paying attention and therefore under perform on certain tasks.
- 9Types of LTM memories Evidence from Brain scansDifferent areas of the brain are active when different kinds of LTM are being used. Episodic memory is associated with activity in the hippocampus and the temporal lobe and also the frontal lobe. Semantic memory relies on the the temporal lobe
procedural memory activation is associated with the cerebellum. - 10Evidence from patients with brain damage. LimitationsThe problem with examining patients with temporal memory loss in the case of Hm is that its hard to know which parts of the brain has definitely been affected until the patient has died.
damage to a particular area of the brain does not mean that that particular area is responsible it could be different area's of the brain acting as relay stations and performing these functions. - 11Priming and a fourth kind of LTMPriming describes how implicit memories influence the response a person makes to a stimulus. The likelihood of a person naming a fruit from hearing a colour before is high. e.g hearing yellow then naming banana. In this type of memory answers are automatic and unconscious.
Research has shown that priming is controlled by a brain system separate from the temporal system that supports explicit memories (semantic and procedural) This has led to the suggestion that there are four types of LTM. - 12Explanations for forgetting: interference- Research is quite artificialThe research has been lab based using artificial lab word lists therefore it lacks mundane realism and does not relate to every day memory which isn't defined by word lists. Furthermore, participants may lack motivation to remember the links in such studies and this may allow interference effects to appear stronger than they really are.
- 13Accessibility vs availabilityResearchers questioned whether interference effects are temporary or whether they actually cause memory to disappear. Ceraso found that if memory was tested again after 24 hours recognition showed spontaneous recovery where as recall remained the same. This suggests that interference occurs because memories are temporarily not accessible rather than being lost.
- 14Interference only explains some situations of forgettingwhilst interference effects do occur in every day life they do not occur that often- special conditions are needed for us to remember memories, the two memories need to be quiet similar.
- 15Individual differencesThere is evidence that certain individuals are less affected by proactive interference. (Engle) found that people with a greater working memory span were less susceptible to proactive interference. Tested this by researchers giving participants three word lists to learn. those participants with lower working showed greater proactive interference when recalling the second and third lists compared to participants with higher spans.
- 16Explanations of forgetting: Retrieval failure There is a lot of research supportThe research includes lab, field, natural experiments such as andecdotal evidence and thus has evidence to everyday memory experiences.
- 17Real world applicationAbernethy's research applies to the every day world, she suggests for examinations you should revise in the same room you were taught in as the classroom acts as cues to help jog memory. critics argue this may be unrealistic but you could use imagination to achieve this. Smith showed that just thinking of the room where you did the original learning(mental representation) was as affective as being in the same room.
- 18Retrieval cues do not always workThe information that is learnt or leaning is related to lot more than just cues. Certain theories such as the multi store model, we learn about complex associations that are less easily triggered by single cues. this is called the outshining hypothesis. A cues effectiveness is reduced by the effectiveness of better cues.
- 19The danger of circulatoryJames Nairne argues that cues do not cause retrieval they are just associated with retrieval. Baddeley made a similar criticism that the encoding specificity principle is impossible to test because it is circular. If a stimulus leads to retrieval of memory then it must have been encoded in memory, if it does not lead to retrieval then it can not be encoded in memory. But it is impossible to test for an item that has not been encoded in memory this can not be proved.
- 20Accuracy of EWT: Misleading information Individual differencesAge effects can be quite significant. Scharater et al have found that compared to younger subjects, elderly people have difficultly remebring the source of their information even though the memory for the information itself is unimpared. As a result they become more prone to the effects of misleading information when giving testimony.
- 21Real world applicationsThe criminal justice system relies heavily on eye witness identification for investigating and prosecuting offenders. Psychological research has been used to warn the justice systems of eye witness identification evidence. Studies have shown that mistaken eye witness identification was the largest single factors for contributing to the conviction of innocent people. (Oslon 2013)
- 22Eye witness testimony in real lifeLoftus suggests that eye witness testimony was not accurate as it was done in labs where people didn't take it as seriously and they are not emotionally aroused as they would be in a real accident. Foster found that if participants thought that they were watching a real life and also thought that there responses would influence the trial, their identification of the robber was more accurate.
- 23Supporting evidencegg
- 24Accuracy of eye witness testimony: Anxiety Real life vs lab studiesLab studies do not create real levels of anxiety experienced by a life life witness at the time of a crime. Deffenbacher- found from a review of 34 studies that lab studies in general demonstrate that anxiety leads to reduced accuracy and that real life studies are associated with a greater loss in accuracy.
- 25Weapon focus affect may not cause anxiety(Pickel 1998) said that the weapon focus affect could be surprise rather an anxiety. To test this he arranged participants to watch a thief enter a hairdressing salon carrying scissors (high threat low surprise) a handgun (high threat high surprise) or a whole raw chicken (low threat and high surprise) a wallet (low threat low surprise). Identification was more accurate in the high surprise conditions rather than high threat, supporting surprise over anxiety.
- 26No simple conclusionMany studies of anxiety and accuracy of identification has not involved violence. Milne found that victims of violent crimes were more accurate in their recall of crime scene information than victims of non violent crimes, showing there is no simple rule about the effect of anxiety of accuracy of eye witness testimony.
- 27Individual differencesone key extraneous variable that varies in studies of anxiety is emotional sensitivity. A study by Bothwell tested participants for neuroticism, a personality characteristic where individuals tend to become anxious quickly. Two categories consisted of neurotic and stable. Stable participants as accuracy increased as their stress increased Neurotics- Accuracy decreased as stress increased.
- 28The cognitive interview Difficulties in establishing effectivenessWhen used in the real world it is not just one procedure but a collection of related techniques. E.g Thames valley police use a version that does not include 'changing perspectives.' and other police has reported using only the reinstate context and report everything components. Wagstaff
- 29Supporting evidenceA meta analysis of 53 studies found, on average an increase of 34% in the amount of correct information generated in the CI compared with standard interviewing techniques.
- 30Problems with using the CI in practieTime consuming, police officers say it takes up a great deal of time and instead they prefer to use more deliberate strategies aimed to limit the eye witness report to the minimum amount of information that the officers feel is necessary. Aldo CI requires special training and many forces have not been able to provide more than a few hours.
- 31Individual differencesCI more useful interviewing older witnesses, negative steryotpical lables su ch as older peoples memory declines with age can make them overly cautious about reporting information. Hoever CI because it stresses the importance about reporting everything overcomes that. Mellow and Fisher compared older men (mean age 72) and younger men (mean age 22) adults memory of a film stimulated crime using either a CI or a standard interviewer. Found that the CI produced more information but significantly the advantage of the CI over SI was greater for the older than for the young.
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- Fichas sobre MEMORY A03 NEW, creado por Alisha Patel el 21/03/2017.
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- Alisha Patel
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