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Psychology memory- year 1

Tamsin Copland Psychology AS level English 113 cards

Cards in this deck (113)

  1. 1what is coding?the format in which information is stored in the various memory stores
  2. 2what is capacity?the amout of information that can be held in a memory store
  3. 3what is duration?the length of tim information can be held in memory
  4. 4what is short term memory?the limited capacity memory store. coding is mainly acoustic and capacity is between 5 and 9 items on average, duration is between 18 and 30 seconds
  5. 5what is long term memory?the permemnant memory store, coding is mainly semantic and has unlimited capacity and can store memories up to a lifetime
  6. 6who worked out how the different memory stores are coded ? what was the process?alan baddely
    -gave different lists of words to four groups of participants to remember
    -they were shown orignial words and asked to recall them in the correct order.
    -they were asked to recall these immediatley after then asked to recall them 20 mins later
  7. 7what list of words were the four groups in Baddelys study given?-group 1 (acoustically similar) words that sounded similar
    -group 2 (acoustically dissimilar) words that sounded different
    -group 3 (semantically similar) words that had similar meanings
    -group 4 (semantically dissimilar) words that had different meanings
  8. 8what were the findings of Baddelys research into the coding of the two memory stores? what did this show?participants that were asked to immediately recall tended to do worse with acoustically similar words
    participants asked to recall the words after 20 minds did worse with acoustically similar words
    this suggests the STM is coded acoustically and the LTM is coded semantically
  9. 9what were the two investigations that took place to study the capacity of the two memory stores? who managed this?digit span-joseph Jacobs
    span of memory and chunking- George miller
  10. 10what was the technique developed by joseph Jacobs to measure digit span?-the researcher gave participants 4 digits. they are asked to recall them in the correct order. if this is correct the amount of digits are increased until the participant can no longer recall correctly.
  11. 11what were the findings of the digit span investigation? what does this show?Jacobs found that the mean span for digits across all participants was 9.3 items and 7.3 letters. this shows the amount of information the STM can hold at one time
  12. 12what was the process of the investigation instructed by George miller? (span of memory and chunking)he made observations of everyday practise and noted that things come in sevens. suggesting the span of the STM is 7 items. He also noted that people can recall 5 words as well as they can recall 5 letters. they do this by chunking.
  13. 13what is chunking?grouping sets of digits or letters into units or chunks
  14. 14who conducted the experiment on duration of a) STM b)LTMa)Margaret and Lloyd Peterson
    b)Harry Bahrick
  15. 15what was the process of the investigation conducted by Margaret and Lloyd Peterson? (duration of STM)tested 24 undergraduate students; each student took part in 8 tests. in each trial the student was given a consonant syllable to remember and also 3 digits. they were asked to count backwards until told to stop. in each trial they would stop at a different amount of time.
  16. 16why in Margaret and Lloyds study did they ask students to count backwards from the 3 digit number?to stop mental rehearsal
  17. 17what were Margaret and Lloyds results? what did this show? (duration of STM)as the retention interval increased the amount of correct responses decreased. This shows that the STM has a very short duration unless we respond something over and over again
  18. 18what was the process of the investigation conducted by Henry Bahrick? (duration of LTM)- studied 392 participants from Ohio who were aged between 17 and 74. High school yearbooks we obtained and the recall was tested in two ways
    -photo recognition of 50 photos
    -free recall- recalled name of everyone in graduating class
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  30. 30what happens to information when you rehearse it for a prolonged period of time in the STM?the information will pass into the long term memory
  31. 31what happens when we want to recall information?the information is passed from the LTM to the STM through a process called retrieval.
  32. 32what is a strength of the multi store model?it is supported by research studies that show the LTM and STM are separate and independent memory stores which increases it validity
  33. 33what is a limitation of the MSM when it comes to the idea there is more than one type of STM?MSM states there is only one STM store however there is evidence this is incorrect.
    Shallice and Warrington studied a patient with amnesia and found STM for digits was poor when they were read to him but improved when he could read them himself. This is a limitation as there is evidence against its ideas of STM
  34. 34what is a limitation of the MSM when referring to the fact there is more than one type of rehearsal?according to the MSM, what matters in rehearsal is how much you do. Craik and Watkins found that there are two types of rehearsal. maintenance rehearsal; however this does not allow information to be transferred to the LTM it just maintains it in the STM.
    elaborative rehearsal is needed for the LTM. It occurs when you link the info to your existing knowledge. This is another finding that can not be explained by the MSM
  35. 35what is episodic memory?a long term memory store for personal events.
  36. 36what is semantic memory?a long term memory store for our knowledge of the world
  37. 37what is procedural memory?a long term memory store for our knowledge of how to do things
  38. 38what are the three types of LTM?episodic
    procedural
    semantic
  39. 39what are the three stages of episodic memory?-first they are time stamped. you remember when they happened
    - second they are separated into elements such as who you were with
    -thirdly you have to make an effort to recall episodic memory, you are aware you are searching for a memory
  40. 40what is the clinical evidence of the types of LTM? why is this a strength?Clive wearing and HM case study on an amnesia sufferer. they had difficulty recalling events that had happened to them but their semantic memory was relatively unaffected.
    This is a strength as it supports Tulvings view on the idea there are 3 types of LTM
  41. 41who proposed there are three types of LTM?Tulving
  42. 42what is the neuroimaging evidence that supports Tulvings idea there are 3 types of LTM?Tulving et al got participants to perform various memory tasks while their brains were scanned. They found that episodic and semantic memories were recalled from the pre frontal cortex. This increases the validity of Tulvings ideas
  43. 43what part of the brain was both semantic and episodic memories recalled from?the pre frontal cortex. the left prefrontal cortex was involved in recalling semantic memories and the right prefrontal cortex was involved in recalling episodic memories
  44. 44why can Tulving' idea of the three LTM be applied to real life? why is this a strength?It allows psychologists to use this idea to better people lives. You can train individuals such as the elderly to improve types of their LTM. It also allows specific treatments to be developed
  45. 45what is the problem with clinical evidence?there may be a lack of control of all sorts of different variables
  46. 46what is Cohen and Squires views on the LTM?they argue that semantic and episodic are stored together in one LTM store which they call declarative memory. procedural memories are stored in an LTM called non declarative memory
  47. 47what is the working memory model?a representation of STM. it suggest that the STM is a dynamic processor of different types of information using sub units coordinated by a central decision making system
  48. 48what is the central executive?the component of the WMM that coordinates the activities of three subsystems ion memory whilst also allocating processing recourses to these subunits
  49. 49what is the phonological loop?the component of the WMM that process information in terms of sound. This includes both spoken and written material. Its divided into the phonological store and the articulatory process
  50. 50what is the phonological loop split into?the phonological store
    the auditory control system
  51. 51what is the visuo spatial sketch pad?the component of the WMM that processes visual and spatial information in a mental space often called the inner eye
  52. 52What is the episodic buffer?the component of the WMM that brings together material from the other subsystems into a single memory rather than separate strands. It also provides a bridge between working memory and long term memory
  53. 53what is stored in the phonological store?stores the words you hear
  54. 54what is the articulatory process?allows maintenance rehearsal. the capacity of the loop is said to be two seconds worth
  55. 55what are the two parts of the visuo spatial sketchpad? what type of information does each part storevisual cache-stores visual data
    inner scribe- records the arrangement of objects in the visual field
  56. 56what is the clinical evidence that supports the existence of visual and acoustic store? what is the strength of this?Shallice and Warrington studied an individual with brain damage. He had poor STM ability for verbal information but could process visual information normally. this suggests his phonological loop had been damaged leaving other areas of memory intact. This supports the WMM
  57. 57what supports the visuo spatial sketchpad? How does it support this?dual task performance. Baddelys showed that participants had more difficulty doing two visual tasks than doing a visual and a verbal task at the same time.
  58. 58why do two individuals find it harder to do two visual tasks compared to a visual and a verbal?the increased difficulty is because both visual tasks compete for the same slave system whereas when doing a visual and verbal task simultaneously there is no competition.
  59. 59what is interference?forgetting because one memory blocks another causing one or both memories to be distorted or forgotten
  60. 60what is proactive interference?forgetting occurs when older memories disrupt the recall of newer memories. degree of forgetting is greater when the memories are similar
  61. 61what is retroactive interference ?when newer memories disrupt the recall of older memories already stored.
  62. 62what memory store does interference affect?LTM
  63. 63what was the study that concluded interference is worse when memories are similar? who conducted this experiment?john Mcgeoch and William McDonald.
    they studied retroactive interference by changing the amount of similarity between to sets of materials. participants had to learn a list of 10 words until they could remember them with 100% accuracy. they then learned a new list. there were 6 groups who had to learn different types of lists. they had to recall the original list of words
  64. 64what types of words were the 6 different groups allocated within the study of interference?1- words with the same meanings as original
    2-words with opposite meanings to original
    3-words unrelated to original
    4-nonsense syllables
    5-three digit numbers
    6-no new list- participants rested
  65. 65what were the findings of the interference study conducted by Mcgeoch and Mcdonald?the performance depended on the nature of the second list. the more similar material produced the worst recall. this shows that interference is at its strongest when the memories are similar
  66. 66what is the strength of lab studies when referring to interference?thousands of lab experiments are carried out into the explanation of forgetting. Most studies show that interference is common when it comes to forgetting in the LTM. This is a strength because lab experiments control the effects of influence . increases validity on the idea of interference
  67. 67what is a limitation of the studies that have proven interference?they are usually artificial materials that are used and not things we try to recall in everyday life. this makes interference much more likely in a lab therefore it may not be as likely an conclusion for forgetting in everyday life as it is in the lab
  68. 68what is a study conducted to see if interference occurs in real life situations? who conducted it?Alan Baddeley and graham hitch
    asked rugby players to remember the names of the teams they had played so far in the season. because most players had missed games there recall was better. this shows that interference can be applied to at least some everyday situations
  69. 69what is retrieval failure?a form of forgetting. it occurs when we don't have the necessary cues to access memory. the memory is available but not accessible unless a suitable cue is provided
  70. 70what is a cue?a trigger of information that allows us to access a memory.
  71. 71what is the encoding specificity principle?it states that if a cue is to help us recall information it has to be present at encoding and at retrieval.
  72. 72what are the two types of cues?context dependent forgetting
    state dependent forgetting
  73. 73what is the context dependent forgetting investigation? who conducted it?Duncan Godden and Alan Baddeley conducted a study on sea divers working underwater. In the study the divers learned a list of words either underwater or on land and then were asked to recall words either underwater or on land.
  74. 74what were the four conditions involved in the investigation of context dependent forgetting ?- learn on land- recall on land
    -learn on land- recall underwater
    -learn underwater- recall on land
    -learn underwater- recall underwater
  75. 75what were the findings of the investigation conducted by Duncan Godden and Alan Baddeley when researching context dependent forgetting?in two of these conditions the environmental contexts of learning and recall matched whereas in the other two they did not. accurate recall was 40% lower in the non matching conditions. the external cues available at learning were different from ones at recall leading to retrieval failure
  76. 76what was the investigation that proved state dependent forgetting? who conducted it?Sara Carter and Helen Cassaday gave anti histamine drugs to their participants. they had a mild sedative effect making the participant slightly drowsy. This creates an internal psychological state different from the normal state. the participants had to learn a list of words and passages of prose and then recall. there were four conditions
  77. 77what were the four conditions involved in the experiment researching state dependent forgetting ?-learn on drug-recall when on it
    -learn when on it - recall when not
    -learn not on it- recall when on it
    -learn not on it- recall when not on it
  78. 78what were the findings of the state dependent forgetting investigation?in the conditions there was a mismatch between internal state at learning and recall, performance on the memory test was significantly worse. when cues are absent there is more forgetting
  79. 79why is it a strength of the retrieval failure theory that there is studies to support it?supporting evidence increases the validity of an explanation. This is especially true when the evidence shows that retrieval failure occurs in real life situations
  80. 80what is the limitation of the encoding specificity principle?it can not be tested. there is no way of establishing whether the cue has actually been encoded
  81. 81what is an eyewitness testimony?the ability of people to remember the details of events which they themselves have observed.
  82. 82what three things can affect eye witness testimony?misleading information
    anxiety
    leading questions
  83. 83what is misleading information?incorrect information given to the eyewitness usually after the event.
  84. 84what is a leading question?a question which because of the way it is phrased suggests a certain answer
  85. 85what is post event discussion?occurs when there is more than one eye witness to an event. they may discuss what the have seen with co witnesses which may influence the accuracy of their own recall
  86. 86what was the procedure that was conducted by Elizabeth Loftus and John Palmer that proved leading questions had an impact on eyewitness testimony ?participants watched film clips of car accidents and then gave them questions about it. the leading questions was about how fast the cars were going when they hit each other. the verb hit suggests speed. each group had a different verb; hit, contacted, bumped, collided and smashed
  87. 87what were the findings of the investigation that was researching leading questions?the mean estimated speed was calculated for each group. the verb 'contacted' resulted in a mean speed of 31.8 mph. for the verb 'smashed' the mean was 40.5mph
  88. 88what is the response bias explanation?suggests that the wording of the question has no real effect on the participants memories but influences how they decide to answer.
  89. 89what is the substitution explanation?the wording of a leading question actually changes the participants memory of a film clip. the verb use altered the memory of the participant
  90. 90what was the procedure of the investigation conducted by Fiona Gabbert to prove post event discussion impacted eye witness testimony?she studied participants in pairs. each participant watched a video of the same crime but filmed from different views. This means that the participant could see things the other could not; both participants could then discuss what they had seen before individually recalling
  91. 91what were the findings of the investigation that researched post event discussion?the researchers found that 71% of participants mistakenly recalled aspects they had not seen but had picked up in discussion. Gabbert concluded that witnesses often go along with each other to win social approval or because they believe other witnesses are right
  92. 92what is a strength of investigations into misleading information when it comes to real life application?it has hugely important practical uses in the real world where consequences of inaccurate EWT can be serious. It allows police to develop techniques that prevent post event discussion and leading questions
  93. 93what is the limitation of tasks being artificial?watching clips of events is different to actually watching an event first hand. The clips lack the stress of a real accident which is a limitation as there is evidence emotions affect memory.
  94. 94why may individual differences affect EWT ? why is this a limitation?there is evidence that older people are less accurate when giving EWT compared to the young. However all age groups were more accurate when identifying people of their own age group. Research studies often use young participants.
  95. 95what is own age bias?a specific age group is more accurate when identifying people also in the same age group
  96. 96why is demand characteristics a limitation when it comes to the studies into EWT?Participants may say specific things because they think that is what the researcher wants to hear. this may lead to the participant guessing when they do not know a answer.
  97. 97what is anxiety?a state of emotional and physical arousal
  98. 98what was the study that concluded anxiety has a negative effect on recall ? who conducted it?Johnson and Scott. They led participants to believe they were going to take part in a study. whilst seated in a waiting room they heard an argument in the next room. in the low anxiety conditions a man walked through with a pen and grease on his hands. in the high conditions there were sounds of breaking glass. A man walked through carrying a paper knife with blood on it.
  99. 99what were the findings of the investigation that researched anxiety's negative effect on recall?the participants later picked out the man from a set of 50 photos, 49% of participants who had seen the man carrying the pen were able to identify him. only 33% could identify the man with the knife. This is because the participant focused on the weapon due tp it being the source of anxiety
  100. 100what is the tunnel theory?the idea that witness' attention draws straight to the weapon due to it being the source of anxiety
  101. 101what was the study that concluded anxiety has a positive effect on recall? Who conducted this experiment?John Yuille and Judith Cutshall. they conducted a study of a gun shooting. The shop owner shot a thief dead. the interviews were held 4-5 months later and were compared to the original interviews. They were also asked to rate how stressed they felt at the time of the incident.
  102. 102what were the findings of the study that concluded anxiety had a positive effect on recall?they were very accurate in accounts and there was little change compared to their original interviews
    The participants who had the highest rate of stress recalled more accurate than those said to have less stress
  103. 103What is the explanation for the different findings when it comes to anxiety affecting EWT ? who came up with this explanation?Robert Yerkes and John Dodson. lower levels of anxiety produce lower recall but memory becomes more accurate as anxiety increases. There comes a point where there is optimum level of recall and any increase in anxiety after this lowers accurate recall. This is the inverted U explanation
  104. 104why is it said that the weapon focus affect may be irrelevant?it may test surprise rather than anxiety. They may focus on the weapon because they are surprised with what they are seeing.
  105. 105what is the limitation of field studies lacking control?researchers usually interview witness' sometime after the event. all sorts of things will have happened to the participants in the meantime that the researchers will have no control over. This is a limitation as these factors may be the real reason for increased accuracy
  106. 106what are the ethical issues when it comes to studies affecting anxiety?may subject people to psychological harm.
  107. 107why is the inverted U explanation said to be too simplistic?anxiety is difficult to measure and define accurately due to it having many elements. The inverted U explanation assumes only one factor is linked to poor performance.
  108. 108What is the cognitive interview?A method of interviewing eyewitnesses to help them retrieve more accurate memories.
  109. 109what are the four stages of the cognitive interview? What occurs in each stage?-Report everything- give every last detail
    -Reinstate the context- go back to the crime, imagine environment and emotions
    -Reverse the order- events are recalled in a different chronological order
    -Change perspective- recall incidents from other peoples perspective
  110. 110What is the enhanced cognitive interview?This focuses on the interaction between interviewer and witness. eg when to establish eye contact
  111. 111what is the limitation of CI being time consuming?takes more time than standard police interview and may require specialised training for those who interview the witness'
  112. 112what evidence is there that CI provides more accurate recall than the standard police interview?Each technique singly produced more information than the standard police interview. This finding is a strength as it shows at least two of these elements should be used to improve police interviewing
  113. 113What is some example of study’s that support the effectiveness of ECI?Kohnken et al- meta analysis, combined data from 50 studies and found that
    Enhanced CI provided more correct information

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AS level Psychology (Memory- year 1) Flashcards on Psychology memory- year 1 , created by Tamsin Copland on 19/03/2018.
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