Mapa mental

memory

ffi.roberts Inglés

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memory

Atinkson + Schiffrin
- Multistore model
  - STM
    - fraglie
    - easily forgotten
      - decay/displacement
    - rehearse info
      - moves to LTM
  - LTM
    - info unlikely lost
      - info stays for life time
    - Brain damage/retrieval failure
  - sensory
    - 'acoustic encoding'
      - kept for few sec
        most lost - decay
    - info enters via senses
    - attention
      - moves to STM
- AO2
  - different places of brain
    - modern theories rely on this
  - Mr K.F
    - showed LTM + STM in different places
      - STM = DAMAGED
      - LTM = FINE
  - reductionist
    - something as complex as human brain
  - krait + lockhart
    - Flash Bulb Memory
      - see it once, remember rest of life
        event = shocking, unexpected + change life
Baddley + Hitch
- The Working Memory Model
  - visuo - spatial sketch pad
    - 'inner eye'
      - stores visual + spatial info (location)
        rehearses info in visual cache
    - limited time
  - central executive
    - 'brain'
      - modality free
        work more than one task
      - temp stores info
      - decides where best to send info, on its modality
  - phonological loop
    - inner ear
      - stores acoustic sounds temporarily
        rehearses info
        in phonological store
  - AO2
    - realises rehearsal = only one techinque
      - more plauseable
    - tries to explain memory works in real life
      - Dyslexics don't use P.L. as much
        only use visual aids to help their learning
        evidence for P.L.
        implication
    - little evidence for C.E.
      - unlike S.S + P.L.
    - Mr K.F.
      - learn some new info, but some modalities he struggled
        evidence S.S in different places
    - doesn't look how sensory + LTM are connected to working memory
    - suggests can't use two slave systems at same time
      - musican
        play + listen to other instraments at same time
PSYA1
- EWT
  - evidence supplied by witness on event/crime relying only on their memory
    - leading questions
      - interviewer leads witness into giving false testimony by words used in the Q
      - Loftus + Palmers
        movie clip of car accident
        asked Q's about accident
        but changed verbs used
        *how fast were the cars going when they .... each other*
        *HIT* = av 34mph
        *SMASHED* = av 41 mph
        next Q asked WEEK LATER
        *did you see any glass?*
        32% SMASHED = YES
        14% HIT = YES
        AO2
        D.C'S? worked out what they were looking for?
        gave false info
        could of been acting to help study because felt under pressure
        she over came this
        told participants they'd be paid
        if answers were accurate
        still some gave wrong answers if they had been given leading Q
        lab experiment - D.C'S?
        Loftus hypothesied
        eyewitness asked questions contain false presupposition about witnessed event, new false info may appear subsequently in additional reports by the witness
  - EWT + anxiety
    - yekes dodson law
      - recall = best in moderately arousing conditions
      - doesn't support
        laboratory based studies shown poor EWT'S from people witness unpleasant or anxiety situations
        Christianson + Hubinette
        survey - 110 people witnessed bank robbery
        some bystanders, some threatened with a gun
        gun group remembered more, more accurate + under most stress
        AO2
        doesn't lack MR
        large sample, pop val, reliable
        don't know about time delay - forget things
      - does support
        real life studies - witness unpleasant or anxiety inducing situations, make better EWT'S, compared to those witness mild event
        Loftus and Burns
        shown violent version of crime
        boy shot in face
        participants couldn't remember much about crime, or what happened before
        AO2
        lacks MR - lab
        pre- warned - more attention
    - Loftus
      - Weapon Focus
        as result of her research - she noticed trend called weapon focus
        asked wait outside lab
        condition 1
        argument, followed by sound of breaking glass
        man emerged - holding bloody knife
        given 50 photos to identify man
        condition 1 = GOOD at spotting man
        condition 2 = COULDN'T spot man
        suggests, people who witness crime with weapon involved = worse ETW'S
        focus on weapon too much
        condition 2
        friendly discussion about machine breaking down
        man with greasy hands left holding pen
        AO2
        doesn't lack MR
        right to withdraw
        deception - solve with debrief
        single blind design = no DC'S
  - EWT + AGE
    - Dekle et al hypothesied
      - children = more likely to point out someone for a crime compared to adults. often wrong person
        children memory= more susceptible to becoming distorted
        by what they see + hear after crime/event
    - Poole + Lindsay
      - normal primary school
        teacher showed science experiment
        P+L still in room
        night - parents read story about science experiment
        that included some false info
        when asked about exp, memory = distorted by fake story
        older children more accurate - asked to think carefully
        compared to younger children - still muddled
        children can be influenced by misleading info
        can make them poor ETW'S
        older children questioned properly = EWT more accurate
        IMPLICATION
      - AO2
        small sample
        ecological validity
        children = DC'S - P+L in the class
        pay more attention?
        no MR
  - Cognitive Interview
    - founded by Fisherman + Geiselman
    - Memories = complex + contain different modalities
      - individuals remember more if cues/questions are in context
        often memories accessed, asked to see the scene from someone else's point of view at the same scene
    - main techniques used in CI
      - Context Reinstatement (CR)
        mentally reinstate the context of the target event.
        recall weather, feelings ect
      - Report Everything (RE)
        free recall
      - Recall in Reverse Order (RO)
        report episode in several different temporal orders
      - Recall From Damaged Perspectives (CP)
        describe episode as it would have been from different view points
      - AO2
        enhances retrieval of info from EW'S memory
        reduces witness of prior knowledge, expectations and schema
        less useful if happens long time after event
        studies found - info remembered = fake
        Gelseman et al
        Effectiveness of CI
        participants shown violent version of film
        48hrs later shown violent film
        interviewed by policeman using one of three interview techniques, incl CI
        AV CORRECT ANSWERS from CI
- Attachment
  - Bowlby
    - Evolutionary Explanation of Attachment
      - mutations
        *BORN*
        object seeking instincts
        i.e. spot face
        social releases
        i.e. crying smiling finger grip
        monotrophy
        schemas
        schemas
        schemas
    - AO2
      - first detailed account of how + why attachment happens
      - hard to find evidence for monotropy
        BUT!
        'efe' tribe
        infants often breast fed by many women but always returned to same person
  - Schaffer + Emerson
    - Glasgow Study
      - followed 60 babies
        attachment measured using - separation process + stranger anxiety
        SOCIAL AGE (0-6 weeks)
        smiling/crying isn't directed at one individual
        INDISCRIMINATE ATTACHMENT (6w-7months)
        attention sought from any individual
        SPECIFIC ATTACHMENT (7-11m)
        strong attachment to one individual
        BOWLBY - multiple attachments because of first monotropy
  - Learning Theory of Attachment
    - claims all human behaviour is caused by learning after birth
      - 3 ways we can learn, according to L.T.
        classical conditioning association
        use CLASSICAL CONDITIONING DIAGRAM
        operant conditioning rewards + punishment
        social learning imitation/copying
    - Dollard + Miller
      - explain attachment using classical + operant
        believed attachment - learnt - due to food
        cupboard love theory
        BOWLBY - showed love = more important
        BOLWBY - more support + evidence
        unconditioned stimulus (food)
        unconditioned response (happiness)
        neutral response
        conditioned stimulus (PCG)
        conditioned response (happiness)
        Ivan Pavior
        bell - drool
        SCAFFER + EMERSON - attached to person who interacted
        HARRY HARLOW - monkeys chose comfort over food
      - explain attachment using operant (rewards+punishment)
        anything that is rewarded will be repeated
        anything that is a reward becomes reinforcer
        infant hungry
        feels discomfort
        food arrives - stops discomfort
        food is reward
        food becomes a primary reinforcer
        infant recognise PCG giving it food
        PCG becomes - secondary reinforcer
      - AO2
        deterministic - feed baby = become attached?
  - Konrad Lorenz
    - his geese
      - some young species of birds when first hatched, kept following first moving thing they saw
        IMPRINTING
        he believed - if imprinting doesn't happen in critical period then birds won't imprint on anything
        BOWLBY - infants innate tendancy to orientate behaviour towards one person
  - Harry Harlow
    - his monkeys
      - no mother - became attached to nearest comforting , softest thing - towel
        chose comfort over food
        into cage when older with other monkeys
        no social skills
        BOWLBY - poor social skills result of no mother
        evidence of monotropy + schemas
        clung to themselves
        no interests to procreate
        rejected,abused + killed their babies
        BOWLBY - knew to become attached - instinct from birth
Improving Memory
- Mind Maps
  - organise + integrate the info that needs to be learnt
  - study - 600 trainee doctors
    - learn 600 word paragraph + remember it
      - those TAUGHT MIND MAP TECHNIQUE, REMEMBERED 10% MORE
  - study - students received training how to create one
    - performed better than those left to do one
  - uni students who preferred 'doing/active' style of learning
    - found mind maps as useful as lectures
  - AO2
    - connections need to be made between words/points
      - understand topic as a whole
    - encourage to select main points
    - training required
    - no imagination
- Method of Loci
  - remember unrelated words
    - pair words with different locations well known to you
      - e.g. front door - kitchen - hallway
      - pair words with location
        e.g. in hall a flying eagle
  - AO2
    - useful remembering lists
      - difficult remember lists from past
    - imagination help you remember - not constantly visual processing of info
    - need to be imaginitive
    - takes time that people may not have

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Descripción: Mapa Mental sobre memory, creado por ffi.roberts el 12/04/2015.
Creado por: ffi.roberts
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