Flashcards
psychology - memory
Cards in this deck (22)
- 1Outline research into capacity of memoryCapacity can be assessed by using a digit span technique. ppts are presented with a sequence of letters or digits at half second intervals that had to be recalled in the correct order, sequences would be increased each time until they couldn't recall correctly
Jacobs used this. found that the average span for digits was 9 and 7 for letters
miller also found this and found 7 +/- 2 as the magic number. Mill also noticed that capacity could be increased by chunking - 2Evaluate research on capacity-carried out a long time ago. early studies lacked control. confounding variables
- 3Outline research on the duration of the STMPeterson and Peterson.
ppts showed a trigram
asked to recall after either 3 6 9 12 18 sec intervals
but they were shown an interference task counting backwards in threes between being showed the trigram and then recalling it. prevented rehearsal of the trigram
recalled fewer trigrams the longer the time that passed. shows the LTM is limited - 4Evaluate research on the duration of the STM- stimulus material was artificial. memorising syllables does not reflect real life memory activities. lacks external validity
- 5Outline research on the duration of the LTMBahrick
studied 390 ppts aged 17-74 on their ability to recall high school classmates
kept high school photos and measured recall in 2 ways:
photo recognition from 50 photos
free recall - naming as many names as they could
within 15 yrs of grad:photo rec 90% free recall 60%
within 48 yrs: photo 70% free 30% - 6Evaluate research on the duration of the LTM+high external validity as its measuring real life meaningful memories. more representative of natural behaviour. but confounding variables cannot be controlled eg some grads could look at the picture every day and rehearse It
- 7Outline research on coding of the STM and LTMBaddeley
gave ppts 4 sets of words to recall
Set a - acoustically similar
set b - acoustically dissimilar
set c - semantically similar
set d - semantically dissimilar
recall was tested immediately (stm) and after 20 minutes (ltm) when tested immediately mistakes were made in set a when tested later mistakes were made in set c
shows stm = acoustically coded
ltm = semantically coded - 8Evaluate research on the coding of the STM and LTM-didn't use meaningful material. cant generalise findings to different kinds of memory task. its been suggested that when processing more meaningful tasks even the STM is semantically coded
- 9Outline the multi store modeldeveloped by Atkinson and Shiffrin
it explains how information flows from one storage system to another
sensory -- STM -- LTM
Sensory
1. all info from senses
2. if not attended to, sensory info will be immediately forgotten or not even processed
STM
1. if you pay attention to the infor from the sensory memory it enters the STM
LTM
1. if you rehearse the info in the STM it will enter the LTM - 10Evaluate the multi store model+lots of ev to suggest that there is not just one type of STM. shallice and warrington studied a patient called KF. reading to KF his STM for digits were very poor but when KF read them himself recall was much better
- 11LTM can be split into different types. what are these?episodic - ability to recall life events. involves remembering memories. people you were around. the environment you was in. A conscious effort is needed to recall
semantic - knowledge of the world and facts. focuses on what words mean. conscious effort is needed to recall
procedural - knowledge of how we do things. recalled unconsciously - 12Evaluate LTM research+research support by clive wearing. his episodic memory was severely impaired due his amnesia he suffered as a result of a virus which attacked his nervous system. his episodic didnt work but his procedural and semantic memory were intact. shows that theyre different systems.
+the difference between the systems is supported by brain scanning techniques. different parts of the brain are active when different parts of the LTM are active. semantic - left prefrontal
episodic - right prefrontal
procedural - cerebellum
-Cohen and squire disagree that LTM can be divided into 3 types. They accept that procedural memories represent a separate type of LTM but argue episodic and semantic memories are stored together in one store. Important to get this right as it influences how studies are conducted - 13Who proposed the working memory model and Outline what is included in the working memory modelBaddeley and hitch argue that the STM it not just one store is made up of different stores:
Central executive-directs info to other slave systems and can process info from any of the senses
The phonological loop has 2 subsystems the phonological store-stores acoustically coded info (from the mouth) and the articulatory loop- allows sub vocal rehearsal(from the ear)
Visual spatial sketchpad processes visual and spatial info. Logie divided it into 2: visual cache- - 14outline research into leading questionsLoftus and Palmer
American students took part in a lab experiment there were 5 conditions they were show a series of car accidents and after each condition was given a question. How fast were they were the cars going when they.... the blank was filled with either smashed, collided, bumped, hit or contacted.
question ending in smashed - 41 mph
question ending in contracted 32 mph
the wording of the question doesn't affect memory its how the person choses to answer eg describing It as smashed encourages them to chose a high speed
in a follow up study they were asked if they had seen any glass. also saying smashed claimed to have seen glass. the wording actually changed their mind - 15outline research into post event discussionGabbert
ppts watched a video of the same crime but from different angles. ppts could see some elements others couldn't. ppts then discussed what they had seen with each other before doing a recall test
70% recalled aspects that didn't see but picked up in the discussion afterwards. this was compared to the control group of 0%
concluded that witnesses go along with each other to win social approval and they believe the others are right (memory conformity) - 16evaluate misleading information-lack of emotional arousal. loftus' lab experiments are taken seriously as its only a video. difficult to generalise to real life eyewitness testimony
-aware they were going to be tested so they were proper concentrating in real life there would be distractions
-demand characteristics - 17outline study of the negative effect of anxietyJohnson and scott - weapon focus effect
Loftus said if there was a weapon present at the scene of a crime their anxiety would distract them from other aspects of the situation
ppts were waited outside a lab for the 'real study' to start one of two things happened
1. low key discussion person emerged from the lab holding a pen
2. heated discussion. after the sound of breaking glass and crashing chairs man came out the lab holding a knife covered in blood. ppts were then asked to identity the man
49% were accurate in identifying the man in the pen con. 33% in knife
distracting them - 18outline the study positive effect of anxietyfight or flight makes us more alert
Christansson and Hubinette
interviewed witnesses of a bank robbery. witness with either bystanders or those who were threatened
those who were threatened had better recall than bystanders - 19Evaluate research into anxiety-weapon focus might not cause anxiety. people might be more surprised, Pickel arranged a thief to go into a hairdressers carrying scissors, a wallet or a raw chicken and found people who least accurate in identifiying the man when he has carrying a chicken
-its lab based. in real life its unlikely they will face the same level of anxiety
-individual differences. emotional sensitivity
-ppts in these studies tend to be young which makes them have better recall compared to old witnesses - 20outline the cognitive interviewimproving EWT.
1. REPORT EVERYTHING - interviewer encourage to report every single detail so not details are missed, could trigger other memories
2. mental context - encourages the interviewee to recreate the scene in their head
3. changing the order - describe the even in reverse order from most memorable then to least (minimises schemas)
4.changing perspective - describe the incident from others peoples perspective - 21evaluate the cognitive interview- hard to evaluate the usefulness as not all people use it in the same way. some don't use changing perspectives others only use report everything. hard to compare
-practical problems. requires training, technique is not widespread in the uk - 22—
Information
- Description
- Flashcards on psychology - memory , created by Laura Denby on 06/03/2018.
- Created by
- Laura Denby
- Views
- 1
- Rating