Flashcards
Memory
Cards in this deck (9)
- 1Short and long term memoryCapacity:
STM- 7 +/- 2 Miller
LTM- potentially infinite
Duration:
STM- Peterson less than 18 seconds
LTM- slowly decreases with time
Coding:
STM- semantic
LTM- acoustic
Evaluation:
Size of chuncks- shorter for larger chunks
Doesn't reflect real-life- words have no meaning
May not have tested LTM- only waited 20 min - 2The muti-store model of memoryAO1:
Environmental stimulus> sensory memory> attention> STM> LTM> retrieval
AO3:
Case study (HM)- hippocampus removed couldn't make new LTM
Too simple- LTM not one store, semantic and episodic
More than rehearsal- deep or significant - 3Working model of memoryAO1:
Central executive> phonological loop (sound)> Visuospatial sketchpad (vision)> episodic buffer> LTM
AO3:
explains dual-task performance- tests central executive sorting
Brain-damaged- trauma or actual damage, rare
Central executive- too simplistic, could be multiple, fails to explain complex sorting - 4Types of long-term memoryAO1:
Episodic (like an episode)
Semantic (knowledge not details)
Procedural (bike)
AO3:
Brain scans- hippocampus> episodic temporal lobe> semantic cerebellum> procedural memory
Procedural and declarative- temporal lobes and hippocampus destroyed but could still learn new skills
Episodic and semantic- not a sufficient difference - 5Explanations for forgetting: InterferenceAO1:
Retroactive interference- (Muller) new effecting old
Proactive- old effecting new
Similarity- mixed up is similar adjectives
Real-world study- rugby, more games, more forgetting
AO3:
Research is artificial- lab studies
Interference only explains some forgetting- no explanation for everyday forgetting
Individual differences- greater working memory less effected - 6Explanations for forgetting: Retrieval failureAO1:
Encoding specificity principle- cues such as small words or acronyms
Context-dependent forgetting- teacher or room
State-dependent forgetting- remember information if you are in the same state as learning (drunk experiment)
AO3:
Lots of research support- lab, field and real life, think of being in the same room or being in the same room
Cues don't always work- complex learning not triggered by cues
Danger of circularity- correlation rather than cause, can not be proved - 7Accuracy of eye witness testimony: Misleading informationAO1:
Leading questions- car crash wording and smashed glass
Post-event discussion- conformity (witnesses agreeing on story) repeat interviewing (gain knowledge by questions)
AO3:
Most wrong arrests due to EWT
Lab experiments don't represent every day life
Age differences, older more effected - 8Accuracy of eye witness testimony: AnxietyAO1:
Weapon focused effect- pen or knife lower accuracy with deadly weapons
Positive effect- more anxious had better recall (bank robbery)
Yerkes-Dodson effect- low, medium and high arousal has an effect
AO3:
Weapon effect caused by surprise not anxiety (raw chicken)
Most findings from lab- reduced anxiety
Depends on violence not anxiety - 9Improving the accuracy of eyewitness testimony: The cognitive interviewAO1:
Mental image of context- may provoke cues
Report everything- cues and may be useful
Change order- remember things stops interference of sachems
Change perspective- remember things and re-evaluate
AO3:
Higher amount of accurate information, also false information
More time and training than available
More effective with older people