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PSYCHOLOGY AQA A UNIT 1 MEMORY UNIT
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- 1components of the multi-store model of memorysensory store, short term store and long term store
- 2who made the multi-store memory model?atkinson and shiffrin
- 3how does the multi-store model work?sensory memory store takes in surroundings and if paying attention information is encoded acoustically into the LTM where information will decay without rehearsal or will be encoded semantically into the LTM after rehearsal. retrieval cue failure = :(
- 4what is encoding?encoding is the way information is stored. information in the STM is stored acoustically and information in the LTM is stored semantically
- 5what is capacity?capacity is the amount of information that can be stored. for the STM it is around 5-9 things and for the LTM it is unlimited
- 6what is duration?duration is the amount of time information can be held for. the STM can hold info for 18-30 seconds. LTM is unlimited
- 7strengths of multi-store model?-gives good understanding of memory
-allows researchers to expand on theory
-easy to understand
-makes sense - 8weaknesses of multi-store model?-the memory is much more complex than how the multi-store model puts it
-doesnt explain individual differences - 9Glanzer and Cunitzpps presented list of words they remember the first few + last few words likely to forget those in the middle of the list, the serial position effect.
supports separate LTM and STM stores because they observed a primacy and recency effect.Words early on (effect) words from the end (recency). - 10what are the features of the working memory model?central executive, phonological loop and visuo-spatial sketch pad
- 11what is the working memory model?central executive controls everything (everything else is a slave system) determines what goes where. phonological loop is inner ear and voice (acoustic) and visuo-spatial is inner eye. these r slave systems
- 12strengths of working memory model-supported by studies such as the KF case study (visual and verbal could be done at the same time but spatial couldnt hold more than one piece of info because inner eye)
- 13weaknesses of working memory model?-little known about how the central executive works
-no way to show how the memory and long term store are linked - 14baddeley and hitchpps asked to perform 2 tasks at the same time digit span task a list of numbers, and a verbal task to answer true or false to various qs number of digits increased in the digit span tasks, pps took longer to answer the reasoning qs, but not much verbal made use of the central executive digit task made use of the phonological
- 15eyewitness testimony- factors that affect?-misleading information
-age
-anxiety - 16misleading information study: loftus and palmerForty-five American students formed an opportunity sample. This was a laboratory experiment with five conditions, only one of which was experienced by each participant (an independent measures experimental design).
Participants were shown slides of a car accident involving a number of cars and asked to describe what had happened as if they were eyewitnesses. They were then asked specific questions, including the question “About how fast were the cars going when they (hit/smashed/collided/bumped/contacted ) each other?”
loftus results
Findings: The estimated speed was affected by the verb used. The verb implied information about the speed, which systematically affected the participants’ memory of the accident.
Participants who were asked the “smashed” question thought the cars were going faster than those who were asked the “hit” question. The participants in the “smashed” condition reported the highest speeds, followed by “collided”, “bumped”, “hit”, and “contacted” in descending order. - 17weakness of loftus and palmer?-lacks mundane realism
-students as pps- pps bias
not generalisable - 18strength of loftus and palmer?easy to replicate
- 19misleading info and eyewitness testimonymisleading info can distort EWT as pps may recall incorrectly depending on information given
- 20age and eyewitness testimonyyoung kids are likely 2 conform to adults bc cognitive development is weak limited by their understanding
older people are more confident but they conform also - 21AGE AND EWT- dogson and kruegarcollege students and older participants (60 - 80 years) to watch a 5 minute video of a burglary and police chase, and answer 24 yes/no questions about what they saw in the video. Eight of the questions referred to details not in the video (i.e. misleading information). Both young and older participants made a similar rate of errors, i.e. they claimed to have seen events not shown in the video. However, the older participants were more confident that their answers were correct (when in fact they were not).
- 22dogson and krueger strengths and weaknesses+ real world applications as juries will know best witnesses etc.
- 23anxiety and EWTanxiety decreases accuracy of EWT as we focus on what makes us stress eg a gun etc.
- 24clifford and scott ANXIETY AND EWTClifford and Scott (1978) found that people who saw a film of a violent attack remembered fewer of the 40 items of information about the event than a control group who saw a less stressful version. As witnessing a real crime is probably more stressful than taking part in an experiment, memory accuracy may well be even more affected in real life.
- 25anxiety and ewt Yuille and Cutshallcontradicts the importance of stress in influencing eyewitness memory. 21 witnesses observed a shooting incident in Canada outside a gun shop in which 1 person was killed and a 2nd seriously wounded. The incident took place on a major thoroughfare in mid-afternoon. All of the witnesses were interviewed by the investigating police, and 13 witnesses (aged 15-32 yrs) agreed to a research interview 4-5 months after the event. The witnesses were also aksed to rate how stressed they had felt at the time of the incident, using a 7 point scale. The eyewitness accounts provided in both the police and research interviews were analysed and compared.
The results of the study showed the witnesses were highly accurate in their accounts, and there was little change in amount or accuracy of recall after 5 months. The study also showed that stress levels did not have an effect on memory, contrary to lab findings. All participants showed high levels of accuracy, indicating that stress had little effect on accuracy. However, very high anxiety was linked to better accuracy. - 26strengths and weaknesses of anxiety and eqt studieshigh ecological validity
but there was an extraneous variable (the distance away from event) - 27the cognitive interview. what is it?Context reinstatement
Trying to mentally recreate an image of the situation, including details of the environment, such as the weather conditions, and the individual’s emotional state including their feelings at the time of the incident.
Recall from a changed perspective
Trying to mentally recreate the situation from different points of view e.g. describing what another witness present at the scene would have seen.
Recall in reverse order
The witness is asked to describe the scene in a different chronological order e.g. from the end to the beginning.
Report everything
The interviewer encourages the witness to report all details about the event, even though these details may seem unimportant. - 28enhanced cognitive interviewThe main additional features are:-
Encourage the witness to relax and speak slowly.
Offer comments to help clarify witness statements.
Adapt questions to suit the understanding of individual witnesses. - 29strengths and weaknesses of the cognitive interview- time consuming
-needs special training
-different parts of it are better than others
-is hard to conduct properly - 30memory improvement methodsorganisation and cues
rehearsal
acronyms and acrostics - 31organisation and cues memory improvement AO1Organise information into sections with headings (e.g. revision notes). The headings can act as cues to help you recall the information that follows.
Information can be organised in a sequence (such as alphabetically, or by size or by time) to aid recall. - 32organisation and cues memory improvement AO2Bower et al. (1969) showed supports the technique of organisation to improve memory. In this study participants saw 112 words either organised into categories or in random order. Those in the experimental (i.e. organised) group recalled 65 percent of the words, whilst those seeing the random list recalled 19 percent. It appears that organising material makes it easier to recall.
- 33rehearsal memory improvement AO1Elaborative rehearsal means 'doing' something with the information so it is more meaningful - and long term memory is all about creating meaningful links (i.e. sematic encoding). This is in contrast to maintenance rehearsal which just involved repeating the information over and over again. eg mind map
- 34rehearsal memory improvement AO2Research by Craik and Tulving (1975) shows how elaborative rehearsal improves memory. Participants were more likely to remember words that had been deeply / semantically processed (e.g. does the word fit in a sentence) than shallow processed (e.g. is a word in capital letters).
- 35acronyms and acrostics memory improvement AO1Acronyms involve forming a word from the initial letters of the words to be remembered. An acrostic involves forming a sentence using the initial letters of the words to be remembered - the new sentence should memorable.
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- Flashcards on PSYCHOLOGY AQA A UNIT 1 MEMORY UNIT , created by becks_lilly on 26/03/2015.
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