Flashcards
Summary of AS Psychology Unit 1 Memory
Cards in this deck (18)
- 1Summarise the Multi-Store Model (Atkinson and Shiffrin)Sensory->STM->LTM
- 2RESEARCH FOR Multi-Store ModelGlanzer & Cunitz (Recency Effect)
PP's could remember first and last few words
First words rehearsed = LTM (Primary Effect) & Last words in STM (Recency Effect)
Supports existence of separate stores - 3Summarise the Working Memory Model (Baddeley and Hitch)Central Executive:
Phonological Loop (Phono Store - Inner Ear // Articulatory Loop - Inner Voice) ;
Visuo-Spatial Sketchpad (Inner Scribe - 'draws' objects in visual field // Visual Cache - Inner Eye)
& Episodic Buffer (Backup Store) - 4RESEARCH FOR Working Memory ModelKF's Case Study
KF suffered brain damage; motorcycle accident damaged STM; KF's impairment mainly for verbal info - visual largely unaffected; shows there are separate STM components: 1 for visual; 1 for verbal - 5PROS and CONS of WMMLittle known about how central exec works - important for model but exact role = unclear
Model doesn't explain link between working memory and LTM - 6EWT |A01 Loftus: Research of Automobile Destruction Part 1: Leading Questions45 US students; Opportunity Sample; Lab Experiment; Independent Measures Design
IV: hit,smashed,collided,bumped,contacted
Findings: Estimated Speed affected by verb; verb implied info about speed, affecting memory of incident - 7Eyewitness Testimony (EWT) Research of Automobile Destruction Study (A02)Cons:
Lacks mundane realism: clip doesn't have emotional impact of real life (eco-validity)
US Students used - Can't generalise
Pros:
Easy to replicate (lab experiment)
External Validity - 8Effect of Age on EWT |A01 Poole & Lindsay (2001)Kids 3 - 8 yrs old shown science demo; parents then read book with elements of demo in it; kids integrated new info into original memory; kids asked to 'Source Monitor' (separate new info from old); older kids were better at Source Monitoring
- 9Effect of Age on EWT |A02 Poole & Lindsay (2001)Application to Real life: ensure witnesses don't hear new info
Pros:
Informed consent from parents + parental involvement = kids less susceptible to investigator effects - 10Effect of Age on EWT |A01 Cohen & Faulkner (1989)Showed middle-aged & elderly PP's footage of kidnapping:
G1: Narrative account w/accurate info
G2: Narrative account w/misleading info
= Elderly people more susceptible to misleading info - 11Effect of Age on EWT |A02 Cohen & Faulkner (1989)Cons:
Lab Conditions - PP's aware of 'lack of consequence' concerning any mistakes - lacks eco-validity.
Potential Investigator Effects: Tone/Body Lang of researchers could've influenced results. - 12Effect of Anxiety on EWT Yerkes-Dodson Law
- 13Effect of Anxiety on EWT |A01 Christianson & HubinetteSurvey; 110 PP's - witnesses of real bank robberies; 2 groups: Bystanders and Victims (those close by and/or harassed)
Victims had better recollection than Bystanders; Victims exposed to higher levels of stress - 14Effect of Anxiety on EWT |A02 Christianson & HubinettePros: Real Life Event; Real Danger & Real Reactions; Has Ecological Validity
Cons: Distance between event & survey: 110 to all witness recent bank robberies = unlikely; memory potentially strengthened (e.g. police interviews) - 15Effect of Anxiety on EWT |A01 Loftus: Weapon Effect 'Does weapon-induced anxiety take attention away from other factors?'PP's sat outside lab listening to convo inside;
G1: Peaceful convo; man emerges w/greasy hands & pen
G2: Hostile convo; man emerges w/bloody hands & knife
50 photos to recall face; G1 better recall - G2's focus was on knife. - 16Effect of Anxiety on EWT |A02 Loftus: Weapon Effect 'Does weapon-induced anxiety take attention away from other factors?'Pros: Genuine responses - has ecological validity
Cons: Lack of extraneous variables - no distractions, full attention on conversation etc. = not ecological - 17EWT |A01 Loftus: Research of Automobile Destruction Part 2: Misleading InfoI.V: Original Question Asked
'hit/bumped/collided/smashed/contacted'
D.V: Interval between Question given and Answer provided (1 week)
I.V continued to distort memory; 32% 'smashed' & 14% 'hit' reported broken glass when there was none - 18Eyewitness Testimony (EWT) Research of Automobile Destruction Study (A02)Contrasting Arguments on why Misleading Information affected PP's
Yuille & Cutshall -
Real life; shop owner shot & killed thief; 21 witnesses; questioned by researchers; witnesses could accurately recall event months after shooting
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- A Summary of AS Psychology Unit 1: Memory, save for The Cognitive Interview & Its studies, which have its own set of flashcards.
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