Flashcards
Psychology As level Memory 2015
Cards in this deck (44)
- 1CapacityAmount of info able to store.
Miller found that STM has a capacity of 7+-2 chunks of data. LTM has unlimited capacity. - 2EncodingHow the info was stored.
Visually + Acoustically for STM
Semantically (in content) for LTM - 3DurationPeterson & Peterson
How long can info be stored
STM 18 seconds
LTM a very long time - 4Multi store memory modelStimulus from environment -
Sensory registers-
STM-
LTM - 5Sensory registersIonic - visually encoded
Echoic- acoustically encoded
C: very high
D: 1/2 of a second - 6STMC: 7+-2 chunks
D: 30 secs unless rehearsed - 7LTMC: unlimited
D: a very long time
E: semantically - 8Evaluation for multi-storey memory modelMiller, baddelay and Peterson - studies shows different parts of memory
HM- underwent brain surgery one store find and other damaged
Clive wearing- shows more than one type of LTM (procedural and episodic)
Lightbulb memory- skips STM - 9Different types of LTMSemantic- content and knowledge
Episodic- specific events (time stamped)
Procedural- skills - 10Clive Wearing case studyA man caught a viral infection to the brain and it caused a loss of memories and he couldn't lay new memories down. His episodic LTM damaged but procedural was fine.
- 11Evaluation of different types of LTMClive wearing
Tulvin, who researched neuroma going and different parts of LTM was shown.
Cohen and squire against as only two types of LTM declarative and non declarative - 12Working memory modelCentral excutive
Slave systems:
Visual spatial sketch pad
Phonological loop
Episodic buffer
All going to the LTM - 13Central excutiveAttention all process that monitors incoming data, makes decisions and allocates slave systems
- 14Visual spatial sketchpadLimited capacity of 3/4 objects
Logie divided it into visual cache (stores visual data) and the inner scribe (which records and arranges objects) - 15Phonological loopSorts out how info arrives
Phonological store and articulate process (rehearsal
12 second loop - 16Episodic bufferRecords events
C: 4 chunks
Intergrates the other two but more time sequencing - 17Evaluation of working memory modelKF suffered brain damage and let to poor STM for verbal but visual STM was fine. Showing 2 stores.
Dual task- study that found doing visual and verbal fine but not fine if they were the same (verbal and verbal) etc showing 2 stores
Baddelay wasn't sure on the Central ex - 18Eye witness testimonyThe account a witness to an event.
- 19SchemaKnowledge packages, built through experiences and makes us make sense of familiar things.
- 20Misleading infoLeading questions - questions phrased in a certain way to give a certain answer
and post event discussion which is when eye witnesses discuss after an event and therefore this leads to influence the accuracy. - 21Loftus and Palmer studyInvestigated leading questions
45 students split into independent groups of 5, all asked the same question about how fast the car was going but with a different words at the end after viewing a car crash. Smash was averaged guess at 40.8 whereas collided got only 31.8 - 22Evaluation of Loftus & PalmerTemperment
Demand characteristics
Yuille and cutshshall against - 23Anxiety - negitiveCreates arousal which prevents us paying attention to important cues, so recall is worse.
- 24Anxiety negitive studyJohnson and Scott - independent groups
2 conditions: man left the room with pen with greasy pen - low anxiety argument
The high anxiety argument- man left with bloody knife
49% recognised man with pen
33% recognised man with knife showing anxiety negitivley affects. - 25Evaluate johnson and scottEthical issues as participants didn't know and this may cause damage
Post event discussion may influenced the accuracy
We open focus may not be relevant
Demand characteristics - 26Anxiety positiveYuille and cutshall claimed that anxiety improved EWT as whe. They studied real life crime shooting they found misleading questions weren't affective and questions were answered correctly - high anxiety.
- 27Yuille and cutshall evaluatedLoftus and Palmer against study misleading questions
Post event discussion may have occurred as 4-5 months later they were interviewed. - 28Cognitive interview.A way to improve EWT by following four techniques
Report everything
Reinstate the context
Reverse order
Change perespective - 29Report everything...Include every detail. Even though may feel irrelevant the irreverent may trigger important memories.
- 30Reinstate the context...The witness should return to the crime scene in their mind and imagine their environment from weather and sense. This helps remember.
- 31Reverse the orderEvents go backwards rather than chronological order to prevent people reporting their expectations rather than what actually happened.
- 32Change prespectiveRecall from other witnesses perspectives. This distrusts Schema and expectations .
- 33Cognitive interview evaluatedTime consuming
Very effective according to meta analysis by kohnken from 50 studies found it was more useful than standard police interview. - 34Interference theory.Forgetting takes place as 2 peices of info conflict presuming in forgetting one or both.
- 35ProactiveOld memory interferes with new
- 36RetroactiveNew memory interferes with old memory
- 37McGeough + McDonaldStudied retroactive interference by changing similarity between two materials. They had to learn a list per group 6 lists, synonyms found worst recall
Showing the interference is strong when similar meanings. - 38Mcgeough + McDonald evaluatedLab study
Demand characteristics
Not relatable to real life , like birthdays
Baddelay and hitch proved this as rugby players played matches and asked to recall who they played 3 weeks ago if has matches in between the recall was worse than those who didn't have matches between. - 39Retrieval failureWhen memory's are stored cues are stored with it. If cues aren't available at recall it may appear you forget
- 40Encoding specifics principle;Tulving reviewed retrieval failure. Found pattern called ESP, it states that if a cue is there at the point when trying to learn we can recall with the cue aswell.
- 41Context depending forgettingGodden and baddelay
Deep sea divers, 4 conditions recall and learn make 4 conditions found matched conditions better - proving cues. 40% lower in non matched. - 42State dependant forgettingCarter and Cassidy
Gave antihistamine drugs and crafted 4 conditions - mismatch had significantly worse recall when recalling a list of words. - 43Evaluation of retrieval failureBaddelay argues context affects aren't very strong. It would be hard to find an environment so differ like underwater and land. 2 different rooms not different as much.
Baddelay and godden replicated but used recognition instead of recall and found all conditions the same.
Many studies say the same snd backs retrieval failure - 44—
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- AS - Level Psychology Flashcards on Psychology As level Memory 2015, created by baileyharrison18 on 22/12/2015.
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