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Flashcards

Psychology Unit 2 Remembering & Forgetting

charlie croxford English 41 cards

Cards in this deck (41)

  1. 1What is memory?~ Retention of learning & experience
    ~ Mental function of retaining information when original stimulus is no longer there
    ~ A kind of storage system that holds information
  2. 2What are the 3 processes of memory?1. Encoding - process of translating information into a form in which it can be used
    2. Storage - process of retaining information which has been encoded
    3. Retrieval - when we access the stored information
    (free recall - simply remember
    cued recall - something acts as a trigger/cue
    Recognition - identify previously learned information)
  3. 3What are the 3 models of memory?1. Multi-store model
    2. Working memory model
    3. Level of processing theory
  4. 4What are the 3 types of long term memory?1. Episodic
    2. Semantic
    3. Procedural
  5. 5Describe the multi-store model of memoryATKINSON & SHIFFRIN - Information passes form one storage system to another in a fixed order (SM, STM, LTM)
    Process of ATTENTION means only certain information passes to STM
    REHERSAL (repeating information) allows information to be maintained in the STM and pass to the LTM
  6. 6CAPACITY, DURATION and ENCODING OF EACH STORE IN MSMSensory:
    CAPACITY - All sensory experience
    DURATION - Up to half a second
    ENCODING - All senses are stored differently
    Short Term Memory:
    CAPACITY - 7 +/- 2
    DURATION - 20 Seconds
    ENCODING - Acoustic (sounds of the words)
    Long Term Memory:
    CAPACITY - Unlimited
    DURATION - Unlimited
    ENCODING - Semantic
  7. 7Study for STMPETERSON & PETERSON - investigate duration of STM. Showed PPs nonsense trigrams, asked to recall after delays of 3-18 seconds. Then did interference task (counting back in 3s) to prevent rehearsal. Results showed when rehearsal is prevented, very little can remain in STM after 18 seconds.
  8. 8Study to investigate primacy/recency effectGLANZER & CUNITZ - investigate the effect of interference task on recency effect. PPs presented with list of words to recall. During recall serial position (place in list) of each word noted. Second condition used interference task (counting back in 3s) to prevent rehearsal. Results showed more word recalled at start of list (primacy effect - rehearsed so in LTM) and end of list (recency effect - still in STM) however interference task wipes out recency effect
  9. 9Strengths of the MSM1. Case studies of people with brain damage support the model (sometimes STM damaged but LTM still intact so must be 2 stores
    2. Laboratory studies show importance of rehearsal in passing information from STM to LTM (glanzer and cunitz)
  10. 10Limitations of the MSM1. Oversimplifies memory process
    2. WMM argues that there is more that one part to the STM
    3. Levels of processing argues its how we process information that is important
  11. 11Explain the working memory modelBadderley & Hitch and challenges the idea of unitary STM so more than one component to it
  12. 12what are the 3 parts of the working memory model1. Visuo-spatial scratchpad
    2. Phonological Loop (Inner ear and eye)
    3. Central executive
  13. 13Explain the visuo-spatial scratchpadINNER EYE.
    has limited capacity, stores visually coded information (size, colour and spacing)
  14. 14Explain the phonological loopINNER VOICE
    linked to speech production, can rehearse information in our heads (telephone number)
    phonological loop has about a 2 second capacity
    INNER EAR
    stores acoustically coded items
  15. 15Explain the chief executiveLimited capacity involved in processes such as problem solving, attending to things and decision making
  16. 16Study for Working memory modelHITCH AND BADDERLEY - investigate whether PPs can do two tasks successfully at the same time. Asked PPs to complete verbal reasoning task whilst doing another task like saying 6 digits in order or repeating 6 random digits. Results showed slower performance when saying 6 random digits. When using same processor performance is impaired but if different performance not effected
  17. 17Strengths of the WMM1. Explains real life situations (supports different parts of STM
    2. Studies of brain damage show impairment of speech but visual information is unaffected
    3. Researchers agree that memory is made up of subsystems
  18. 18Limitations of the WMM1. Little is known about the capacity/functioning of the central executive
    2. Not clear what happens to information not coded in phonological loop or visuo scratchpad e.g memory for touch or smell
  19. 19Explain the levels of processing theoryHow deeply information is analysed or processes that determines how well it is remembered. Deep processing leads to more elaborate and longer laster memory. 3 levels of processing
    1. physical/shallow
    2. phonemic
    3. semantic/deep
  20. 20Explain physical/shallow processingAnalyses information in terms of its physical qualities (CAT is in capitals)
  21. 21Explain phonemic processingAnalyses information in terms of its sound (cat rhymes with bat)
  22. 22Explain semantic processingAnalyses information in terms of its meaning (cat is an animal)
  23. 23Study for levels of processingCRAIK & TULVING - investigate effect of different levels of processing on recall. Showed PPs list of words. Asked them questions which referred to the different levels of processing (is it in capitals?). Results showed deeper processing led to better recall in both incidental and intentional learning
  24. 24Limitations of the levels of processing theory1. No definition of what 'depth of processing is' how do we know it has been deeply processed?
    2. Reason semantic processing results in better recall could be that it takes longer to analyse the material because its deeper
    3. the theory describes rather than explains
  25. 25What is episodic memory?Part of LTM and is the 'Knowing that' declarative memory. Memory for events, personal experiences/ autobiographical memory
  26. 26What is semantic memory?Memory for facts, general knowledge about the world
  27. 27What is procedural memory?Memory for how to do skilled activities
    tying shoelaces, riding a bike
  28. 28Explain trace decay in the STMInformation is forgotten when the physical trace faces and eventually disappears is not rehearsed. EVIDENCE IS PETERSON AND PETERSON
  29. 29Explain trace decay in the LTMIf the information is not rehearsed then the physical traces disappear. If person does nothing between initial learning and subsequent recall and the material has been forgotten. suggests memory trace has disappeared
  30. 30Study for Trace DecayPETERSON + PETERSON
  31. 31Explain interferenceWhen one set of information interferes with another & wipes out the original memory
    1. RETROACTIVE - NEW -- OLD
    2. PROACTIVE - OLD -- NEW
  32. 32study for interferenceSCHMITT - same area those who moved recalled less street names
    (retroactive)
  33. 33Explain displacementinformation is lost because it is replaced by new material. Capacity of STM is 7+/- 2 so when its full old things get pushed out
  34. 34study for displacementNORMAN - investigate the effect of a serial probe on a list of digits. PPs listened to list of 16 digits. One digit (the probe) is repeated ad they have to recall the next digit. Recall is better if probe nearer end of list than when nearer start of list
  35. 35Explain lack on consolidationWhen we take in new information a certain amount of time is needed (20 mins) for changes to the nervous system to take place (consolidation) this is needed for information to be permanently stored in LTM
    YARNELL AND LYNCH (FOOTBALLERS)
  36. 36study for lack of consolidationYARNELL AND LYNCH - Investigate effect of head trauma on memory in american football players. Players who had been concussed during the game were asked about the match immediately after their incident and 3-20 mins later. Results showed no memory effect when asked immediately asked however they had forgotten 3-20 mins later. Shows that memories need time to consolidate in the brain
  37. 37Explain cue dependant forgettingforgetting occurs when information is available but we have a problem accessing it. Our ability to access information relies on having the right retrieval cues to help us remember
    1. Context dependant forgetting
    2. State-dependant forgetting
  38. 38study for context dependant forgettingGODDEN AND BADDELEY - PPs either learned list of words on land or 15ft underwater. Then asked to recall in same or different setting. Results showed recall in same setting had higher recall than in different setting. Settings provided retrieval clues
  39. 39study for state dependant forgetiingBOWER - PPs were hypnotised and either imagined a happy or unhappy mood whilst learning. PPs who recalled in same mood, recalled more than those in different moods. Recall is effected by internal clues
  40. 40Explain motivated forgetting (repression)memories are kept in the unconscious if they are too traumatic or emotionally upsetting to be brought to the conscious
  41. 41study for motivated forgetting (repression)LEVINGER AND CLARK - investigate the effect of repression. PPs were asked ti give immediate free association of negative words and neutral words. They were given these cues again and asked to recall the associations they had made. PPs took longer to provide associations for negative words as these were less well remembered than neutral words. supports freuds theory of repression

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Flashcards on Psychology Unit 2 Remembering & Forgetting, created by charlie croxford on 17/05/2015.
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