Flashcards
memory psychology
Cards in this deck (22)
- 1research on codingbaddeley (1966)
STM= Acoustic
LTM= semantic - 2coding evaluationartificial stimuli- word lists had no personal significance
- 3research on capacitydigit span- Jacobs: 9.3 digits, 7.3 letters
span of memory and chunking- miller: 7+-2 span, putting items together extends STM capacity - 4capacity evaluationlacking validity- could be extraneous variables such as distractions
not so many chunks- Cowan: estimated STM as about four chunks - 5research on durationSTM- Peterson and Peterson: up to 18 seconds without rehearsal
LTM- barrack et al (yearbooks): recognition of faces 90% after 15 years, recall 60%
recognition dropped to 70% after 48 years - 6duration evaluationmeaningless stimuli- used consonant syllables
higher external valdity- meaningful real-life memories, showed greater recall that LTM studies with meaningless material (shepherd) - 7multi-store modelAtkinson and Shiffrin
sensory register- iconic and echoic stores with very brief duration, high capacity
transfer by attention
STM- limited capacity and duration store
mainly acoustic coding
transfer to LTM by rehearsal
LTM- unlimited capacity and duration, mainly semantic
created through maintenance rehearsal - 8MSM evaluationsupporting research evidence- studies into coding, capacity and duration demonstrates differences between STM and LTM
there is more than one type of STM- studies of amnesia (KF) show different STMs for visual and auditory material - 9types of LTMepisodic memory- memory of events in our lives (diary etc)
semantic memory- memory for knowledge of the world, like an encyclopaedia and dictionary
procedural memory- memory for automatic and often skilled behaviours - 10types of LTM evaluationclinical evidence- Clive wearing and HM had damaged episodic memories but semantic and procedural memories fine
neuroimaging evidence- episodic and procedural memories recalled from different parts of the prefrontal cortex - 11working memory modelbaddeley and hitch
central executive- co-ordinates slave systems and allocates resources, very limited storage
phonological loop- auditory information- phonological store and articulatory process (maintenance rehearsal)
visa-spatial sketchpad- visual information- visual cache and inner scribe
episodic buffer- integrates processing of slave systems and records the order of events - 12WMM evaluationclinical evidence- KF had poor auditory memory but good visual memory- Damaged PL but VSS fine
dual-task performance- difficult to do two visual tasks at same time, but one visual and one verbal is ok - 13interferenceproactive- old memories disrupt new ones
retroactive- new memories disrupt old ones
McGeoch and McDonald: similar words created more interference - 14interference evaluationevidence from lab studies- well-controlled studies show interference effects
artificial materials- lists of words are not like everyday memory, may overemphasise interference as an explanation - 15retrieval failureencoding specificity principle- tulving: cues most effective If present at coding and at retrieval
may be a meaningful link
context-dependent forgetting- godden and baddeley: recall better when external contexts matched
state-dependent forgetting- Carter and cassaday: recall better when internal states matched - 16retrieval failure evaluationsupporting evidence- wide range of support: eyesenck claims retrieval failure is most important reason for LTM forgetting
questioning context effects- no forgetting unless contexts are very different - 17misleading informationLoftus and palmer: estimates affected by leading questions (smashed vs contacted)
response bias- no change to memory
substitution explanation supported by Loftus and palmer and report of presence of glass
post-event discussion (PED)- discussions with other contaminates eyewitnesses' memories
cabaret et al- demonstrated effect, calling it memory conformity - 18misleading information evaluationuseful real-life applications- could help prevent miscarriages of justice and change policing interviewing
tasks are artificial- watching film clips ignores the stress and anxiety associated with a real accident or crime - 19anxietyJohnson and Scott: high-anxiety knife condition led to less good recall
yuille and cutshall: high anxiety associated with better recall when witnessing real crime
yerkes-Dodson law suggests both low and high anxiety lead to poor recall - 20anxiety evaluationweapon focus effect may not be relevant- pickel showed that it may be surprise and therefore tells us nothing about effects of anxiety
field studies sometimes lack control- researchers can't control what happens to witness between the crime and the interview - 21cognitive interviewreport everything
reinstate the context
reverse the order
change perspective - 22CI evaluationCI is time-consuming- takes longer and needs special training
some elements may be more valuable than others- report everything and reinstate the context used together produced best recall
Information
- Description
- A level Psychology (Memory ) Flashcards on memory psychology, created by holly newell on 19/05/2018.
- Created by
- holly newell
- Views
- 0
- Rating