MEMORY

MEMORY

1. CODING, CAPACITY AND DURATION

   • Coding
     • STM: coded acoustically LTM: coded semantically
   • Capacity
     • Jacobs (1887) digit span for STM is 7+-2 but LTM is unlimited, chunking (MIller 1956)
   • Duration
     • STM: 18-30 seconds/ retention interval LTM: Bahrick et al , yearbook photos, photo recognition test , after 48 years 30% could recall pictures = LTM is lifetime

2. MULTI-STORE MODEL

   • • EVALUATION: limited, more than one type of LTM. Supported by research studies that show that LTM and STM are indeed qualitatively different. More than one type of rehearsal, Maintenance = STM, Elaborative =LTM
       • KF, STM = could read digits to himself, couldn't recall when told digits.

3. TYPES OF LTM

   • EPISODIC: Our ability to recall events and memory associated to a time or place. "time stamped" SEMANTIC: Ou memory of knowledge and basic concepts of the world we learn along the way. PROCEDURAL: Our memory associating skills and methods, when practiced, we can recall these skills with minimum effort.
     • HM: memory impaired due to some form of amnesia. He had difficulty recalling what happened in the past however his semantic memory was fully intact.

4. WORKING MEMORY MODEL

   • • Central Executive: Attentional process, makes decisions and allocates tasks to slave systems. Phonological loop: Processes words you hear. Articulatory store: Maintenance STM . Visuo-spatial sketchpad: Visual and spatial awareness, visual cache and inner scribe. Episodic buffer: Temporary store, integrates all systems.
     • KF: after memory impairment after an accident, he had difficulty processing verbal information however he could process visual info clearly.
     • We don't have enough detail on what the CE actually is, lacks clarity on the most important part of model.

5. INTERFERENCE

   • When two pieces of information conflict each other and prevent successful recall.
   • Proactive: When an older memory interferes the recall of a new memory
   • Retroactive: When a new memory interferes the recall of an old memory
   • Mc Geoch and Mcdonald: Interference is more likely to happen if information is similar to one another. Findings: The more similar the words, the harder the recall
     • Lab, artificial task

6. RETRIEVAL FAILURE

   • This occurs when person cannot access information and recall due to insufficient presence of cues. Cues are triggers that associate to different pieces of information that we remember.
   • Encoding Specificity Principle: Tulving, if a cue is there to help us recall, it has to be present at encoding and at retrieval.
     • Context Dependent Forgetting: (External), Godden and BAddley, sea divers learning instructions before divinconditionsg. Learn on land - recall on land, learn underwater and recall underwater, vice versa. Findings: recall was 40% lower in non-matching .
       • Contextual cues in real life can be argued as too weak.
     • State-dependent Forgetting: (Internal) Anti-histamines, made pp's drowsy, learn list of words, Learn on drug- recall on it, Learn normal - recall on drug vice versa Findings: Mismatched conditions, recall was worse, cues absent
     • Can't be tested
   • Real life application :)

7. EWT: MISLEADING INFO

   • LOFTUS AND PALMER: 1974, car crash clip to pp's, made pp's answer q, "How fast were the cars going when they __ eachother?": Hit, bump, contacted, smashed collided. FINDINGS: smashed: 40.5, but mean avg was 31.8 mph, verb biased eyewitness testimony recall
     • Individual differences, older people forget more than younger, own age bias.
   • response-bias explanation: has no effect on memory, just affects hwo pp will answer the question
     • substitution explanation: wording of question can change pp memory of clip, those who had smashed actually reported they saw broken glass but there was none.
   • Post event discussion: Fiona Gabbert et al (2003), showed individuals a scenario filmed from different viewpoints, both pp discussed afterwards. FINDINGS: PP would describe details they would not have seen from their clip.

8. EWT: ANXIETY

   • anxiety causes a physiological arousal around the body preventing focus to important cues.
     • Johnson and Scott (1976) placed pp's in a "lab study" , some were in room where there was argument w paper knife and blood, other were in low anxiety, argument w man w pen and greasy hands. Findings: pp told to pick man out of 50 pics, 49% pp in low anxiety picked right man, only 33% from high anxiety picked right.
       • WEAPON FOCUS
     • Anxiety can have positive, flight or fight., yuille and cutshall, gun shooting, those / 80%+ anxiety reported most accurate.
       • Field lack control.

9. COGNITIVE INTERVIEW

   • 1) REPORT EVERYTHING- include every single detail. 2) REINSTATE THE CONTEXT- return to OG crime scene 3)REVERSE THE ORDER- recall events in different chronological order. 4) CHANGE PERSPECTIVES- recall from other peoples POV.
     • ENHANCED - eye contact
     • CI is time consuming, meta-analysis = CI provided more right than standard

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