Test
Memory
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Preguntas del test (21)
1Is it true/false that both LTM & STM's duration can be tested?
- AVerdadero
- BFalso
2Duration is measured in 20 seconds
- ALTM
- BSTM
- CBoth
3Memory can be lifelong
- ALTM
- BSTM
- CBoth
4Items are usually encoded acoustically.
- ALTM
- BSTM
- CBoth
5Maximum memory duration cannot be tested.
- ALTM
- BSTM
- CBoth
6Requires rehearsal to maintain memory.
- ALTM
- BSTM
- CBoth
7Items are usually encoded semantically.
- ALTM
- BSTM
- CBoth
8Capacity is limited.
- ASTM
- BLTM
- CBoth
9Capacity can be tested in the
digit span technique.- ASTM
- BLTM
- CBoth
10The central executive monitors incoming data and allocates task to specific slave systems.
- AVerdadero
- BFalso
11CE
- AHas a very limited store capacity
- Ballocates slave systems and monitors incoming data
12Phonological loop
- Aand the visuo-spacial sketchpad are not linked which supports the idea that multi tasking can occur if the tasks involve separate stores (one visual, one auditory- listening to music and reading a book)
- Bconsists of phonological store (stores words you hear) and articulatory process (maintenance rehearsed while they are needed in the WM)
- CCoding acoustic capacity about 2 seconds' worth of what you say.
13Visuo-spatial sketchpad
- Acoding is visual and spatial.
- Bcoding is 3/4 objects
14Episodic Buffer
- Atemporary storage
- Bcoding is flexible, capacity about 4 chunks.
- CAdded store in 2000, integrates information from other stores, maintains sense of time sequencing , links to LTM.
15CODING, CAPACITY AND DURATION OF MEMORY
CODING STM & LTM
- Baddeley found that immediate recall with acoustically similar words was [blank_start]worse[blank_end] so STM is acoustic
and later recall was worse with semantically [blank_start]dissimilar[blank_end] words LTM is semantic.
CAPACITY OF STM (MILLER)
-MILLER found that the digit span of the STM is about 7+-2 but can be improved by [blank_start]chunking[blank_end]- grouping sets of numbers/letters into meaningful units.
DURATION OF STM
- Peterson & Peterson found that duration of STM is about 18 - [blank_start]30[blank_end] seconds in a study where students were given consonant syllables to remember and a 3-digit number to count back from.
DURATION OF LTM
Bahrick et al, studied nearly 400 Americans ageing from 17 to 74.
- photo recognition: participants were tested on recognition with 50 pictures of their high school year book.
-Free recall- participants listed names from their graduation.
Participants tested after nearly 50 years after their graduation had high recall (70%) suggesting that LTM [blank_start]duration[blank_end] is very long.- Aworse
- Bhhuhuihui
- Cdissimilar
- Dbbjhbhjbjhb
- Echunking
- Fhkhkjhkk
- G30
- Hbjbjbjb
- Iduration
- Jhjbjhbjb
16EVALUATIONS FOR RESEARCH INTO CODING, CAPACITY AND DURATION OF MEMORY.
P- A [blank_start]limitation[blank_end] of Baddeley's study is that it didn't use meaningful material.
E- The words used in the study have no [blank_start]personal[blank_end] meaning to the participants.
E- When processing more meaningful information, people may use [blank_start]semantic[blank_end] coding even for STM tasks.
L- This means that the results of this study have limited [blank_start]application[blank_end]. We should be cautious about [blank_start]generalising[blank_end] the findings to different kinds of memory task.
P- A limitation of Miller's research is it may have overestimated the [blank_start]capacity[blank_end] of STM.
E- For example, Cowan reviewed other research.
E- and found that the capacity of the STM was only about [blank_start]4[blank_end] chunks.
L- This suggests that the lower end of Miller's estimate (5 items) is more appropriate than 7 items.
P- A limitation of Peterson and Peterson's study is the [blank_start]artificial[blank_end] stimulus.
E- Trying to memorise consonant syllables does not reflect most real life memory activities where what we try to remember is [blank_start]meaningful[blank_end].
E- So it could be argued that this study lacked [blank_start]external[blank_end] validity.
L- One the other hand, we do sometimes try to remember fairly meaningless things such as phone numbers. So the study isn't totally irrelevant.
P- A strength of Bahrick's study is that it has high external [blank_start]validity[blank_end].
E- Real-life meaningful memories (peoples faces and names) were studied.
E- When lab studies were conducted with meaningless pictures to be remembered, recall rates were [blank_start]lower[blank_end].
L- The downside of such real- life research is that confounding variables are not controlled such as the fact that Bahrick's participants may have looked at their yearbook [blank_start]prior[blank_end] to the study which means that the results may not have been a true reflection of LTM.
- Alimitation
- Bpersonal
- Csemantic
- Dapplication
- Egeneralising
- Fcapacity
- G4
- Hartificial
- Imeaningful
- Jexternal
- Kvalidity
- Llower
- Mprior
17MULTISTORE MODEL OF MEMORY (MSM) 1968
Theorised by [blank_start]Atkinson[blank_end] & Shiffrin
The MSM describes how information flows through the memory system. Memory is made of three separate stores linked by processing.
Sensory Register (SR) A stimulus from the [blank_start]environment[blank_end] (someone talking) passes into the SR along with lots of other sights, sounds etc. This part of the memory is not one store but five, one for each sense.
Duration- very [blank_start]brief[blank_end] - less than half a second.
Capacity- high
Coding- depends on the sense- visual, auditory.
Transfer from SR to STM. [blank_start]Little[blank_end] of what goes into the SR passes further into the memory system- needs attention to be paid to it.
STM is a limited capacity and duration store.
Duration about 18-30 seconds unless the information is rehearsed.
Capacity- between 5-9 (7+-2) items before some [blank_start]forgetting[blank_end] occurs.
Coding- acoustic.
TRANSFER FROM STM TO LTM
[blank_start]Maintenance[blank_end] rehearsal occurs when we repeat material to ourselves. We can keep information in the STM aslong as it is rehearsed. If it is rehearsed enough it gets transferred to the [blank_start]LTM[blank_end].
LTM is a [blank_start]permanent[blank_end] memory store and when we want to recall materials from this store it has to be transferred back to the STM by a process called retrieval.
LTM-Duration-potentially up to a lifetime
Capacity-potentially unlimited.
Coding-tends to be semantic.- AAtkinson
- Benvironment
- Cbrief
- DLittle
- Eforgetting
- FMaintenance
- GLTM
- Hpermanent
18The MSM is supported by research showing STM and LTM are [blank_start]different[blank_end].
Baddeley found that we tend to mix up words that sound acoustically similar when using our STMs. But we mix up words that have similar meanings when we use our LTMs. This clearly shows that coding in STM is acoustic and LTM it is semantic.
This supports MSM's view that these two memory stores are separate and [blank_start]independent[blank_end].
A limitation of the MSM is that evidence suggests there is more than one type of [blank_start]STM[blank_end].
Researchers have studied KF, a patient with amnesia. His STM for digits was poor when they read them out loud to him. But his recall was much [blank_start]better[blank_end] when he read the digits to himself.
The MSM states that there is only one type of STM ( a unitary store). But KF's study suggests that there must be one short-term store to process visual information and another to process auditory information.
The working memory model is a better explanation for this finding as it has [blank_start]separate[blank_end] stores.
A limitation is that the research that supports the MSM uses [blank_start]artificial[blank_end] materials.
Researchers often asked participants to recall digits, letters and sometimes words.
Peterson & Peterson even used [blank_start]consonant[blank_end] syllables which have no meaning to the participants.
In everyday life we form memories related to useful things such as people's faces, names, places etc.
This suggests the MSM lacks external validity, as research findings may reflect how memory works with meaningless material in lab testing, but it does not reflect how memory mainly works in [blank_start]everyday[blank_end] life.
A further limitation of the MSM is that it [blank_start]oversimplifies[blank_end] the LTM.
There is a lot of research evidence that the LTM is not a unitary store.
We have one LTM store for memories of facts about the world (semantic), and a different one for memories of an early birthday party (episodic). The MSM is limited because it does not reflect these different types of LTM.- Adifferent
- Bindependent
- CSTM
- Dbetter
- Eseparate
- Fartificial
- Gconsonant
- Heveryday
- Ioversimplifies
19TYPES OF LONG TERM MEMORY
EPISODIC MEMORY
Stores [blank_start]events[blank_end] from our lives like episodes. Episodic memories are [blank_start]complex[blank_end]. They are [blank_start]time[blank_end] stamped- you remember when they happened. They involve several elements-people, location, objects.
You have to make a [blank_start]conscious[blank_end] effort to recall them.
SEMANTIC MEMORY
Stores our knowledge of the [blank_start]world[blank_end].
They are [blank_start]not[blank_end] time-stamped.
It is less [blank_start]personal[blank_end] and more about the knowledge we all share.
PROCEDURAL MEMORY
Stores memories for actions and [blank_start]skills[blank_end].
Memories of [blank_start]how[blank_end] we do things.
Recall occurs without awareness or conscious effort.- Aevents
- Bcomplex
- Ctime
- Dconscious
- Eworld
- Fnot
- Gpersonal
- Hskills
- Ihow
20EVALUATIONS OF TYPES OF LONG TERM MEMORY.
P- A strength of [blank_start]episodic[blank_end] memory is that it is supported by case study evidence.
E- Clinical studies of amnesia (Clive Wearing & HM) showed both had difficulty recalling events that had happened to them in the [blank_start]past[blank_end].
E- But their semantic memories were relatively unaffected, for example, HM did not recall stroking a dog half an hour earlier, but he remembered what a dog was.
L- This supports the view that there are [blank_start]different[blank_end] memory stores in the LTM because one store can be damaged but the others left unaffected.
P- A strength is that [blank_start]brain scan[blank_end] studies show that there are different LTM stores.
E- Researchers had participants perform various memory tasks while their brains were scanned with a [blank_start]PET[blank_end] scanner.
E- Different areas of the brain lit up when these tasks were performed.
L- This shows that a physical reality in the brain to the different types of LTM, confirmed in many research studies supporting its [blank_start]validity[blank_end].
P- A strength of identifying different types of LTM stores is that is has [blank_start]real life[blank_end] applications.
E- Psychologists can target certain kinds of memory in order to improve people's lives.
E- Researchers found that episodic memories can be improved in older people with mild cognitive impairments. Training led to improvements (compared to a control group)
L- This highlights the benefit of distinguishing between different types of LTM - it allows specific treatments to be [blank_start]developed[blank_end].
P- A limitation is that there are problems with [blank_start]clinical[blank_end] evidence.
E- Evidence is often based on clinical cases (HM & Clive Wearing) about what happens when memory is [blank_start]damaged[blank_end].
E- There is a serious lack of [blank_start]control[blank_end] of different variables in these studies (cannot control the precise location of the brain damage or personality variables).
L- So it is difficult to [blank_start]generalise[blank_end] from these case studies to determine the exact nature of of LTM.- Aepisodic
- Bpast
- Cdifferent
- Dbrain scan
- EPET
- Fvalidity
- Greal life
- Hdeveloped
- Iclinical
- Jdamaged
- Kcontrol
- Lgeneralise
21EVALUATIONS OF WMM
P- A limitation of the WMM is the lack of clarity of the [blank_start]CE[blank_end].
E- Cognitive psychologist suggests that the CE is [blank_start]unsatisfactory[blank_end] and doesn't really explain anything.
E- The CE should be more clearly specified than just being simply giving 'attention' to certain tasks. Some psychologists believe it may consist of [blank_start]separate[blank_end] components.
L- This means that the WMM hasn't been fully [blank_start]explained[blank_end].
P- A strength is that [blank_start]dual[blank_end] task performance studies support the visuo spatial sketchpad.
E- Baddeley found participants had more difficulty doing two visual tasks (tracking a light and describing the letter F) than doing a visual and verbal task at the [blank_start]same[blank_end] time.
E- The greater difficulty is because both visual tasks compete for the same [blank_start]limited[blank_end] resources. When doing a verbal and visual task there is no competition.
L- Therefore dual task performance activity provides evidence for the existence of the visuo spatial sketchpad. The [blank_start]MSM[blank_end] can't explain this.
P- A strength is that the case study of KF supports supports separate [blank_start]STM[blank_end] stores.
E- KF had brain damage. He had poor STM ability for verbal information but could process visual information normally (difficulty with sounds but could recall letters/digits)
E- So his [blank_start]phonological[blank_end] loop was damaged but other areas were left intact.
L- This suggests that there are separate visual and acoustic stores.
P- A further strength is that there is brain scan evidence.
E- Participants completed tasks varying in difficulty involving the CE while having a brain scan.
E- Activity in the prefrontal cortex [blank_start]increased[blank_end] along with the difficulty of the task. This supports the WMM as the demands of the CE increase it has to work harder to fulfil its function.
L- This shows that there is a visual representation of the CE in the brain.- ACE
- Bunsatisfactory
- Cseparate
- Dexplained
- Edual
- Fsame
- Glimited
- HMSM
- ISTM
- Jphonological
- Kincreased
Información
- Descripción
- AS - Level (Paper 1 & Research methods) Psychology Test sobre Memory, creado por Alpha Wolfrik el 06/04/2016.
- Autor
- Alpha Wolfrik
- Idioma
- English
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