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Cards in this deck (25)
- 1Interference! RetroactiveOld Memories Interfere with New
- 2Proactive InterferenceNew Memories Interfere with Old
- 3Muller and PilzeckerFindings: Recall was less accurate when a distraction task was provided (describing paintings)
- 4UnderwoodFindings: the more lists learned, the lower the percentage of recall
- 5McGeoch and McdonaldProcedure: P's learn list of words and list of synonyms or digits.
Findings: Words and Synonyms= 12%
Words and Digits= 37% Recall
Similarity is important - 6Baddeley and HitchRugby players who had played FEWER games had better recall of teams played as LESS Interferance
- 7[ - ] Artificial Research?Words and nonsense syllables can result in low motivation to retain information.
Lacks Ecological Validity? - 8[ - ] EV- LimitedCan only be applied to situations in which the material/ stimuli are similar
- 9[ + ] Real world applicationAdvertisements are shown three times in one day to dilute the effect of Interference from other competing companies
- 10[ - ] Individual differencesKane and Eagle: People with greater Working Memory are less susceptible to the effects of Proactive Interference
- 11Retrieval Failure! Encoding Specificity Principle:Idea that material present when encoded is present at retrieval.
- 12Tulving and PearlstoneCatergory and word learned.
Free recall= 40%
Cue recall= 60% - 13R. FailureSome cues are not meaningfully linked when encoding a memory but can still act as cues
- 14Context Dependent Forgetting: AbernethyRecall best with same instructor in the same room
- 15Context Dependent Forgetting: Baddeley and GoddenReacall best when in original environment- divers recall higher under water
- 16State Dependent Forgetting: Goodwin et AlRecall best when initial state is matched. E.g. Drunk/ sober or even emotions/moods
- 17[ + ] High ValidityLots of evidence from both field and lab studies to support this theory of Retrieval Failure
- 18[ - ] Accuracy of CuesCues are not usually as effective for meaningful information
- 19EWT- Misleading InformationLeading Questions
Loftus and Palmer- critical questions containing certain verbs such as 'hit', 'smashed' and 'collided' - more likely to report broken glass when 'smashed' used. - 20EWT- Misleading InformationPost event discussion- contaminate the memory of the EW's.
Conformity effect: Gabbert et al- participants recount is different after discussion with others. - 21Repeat InterviewingCauses changes to the statements- especially child witnesses (LeRooy et al). Participants are likely to recollect information from previous interview rather than actual event.
- 22[ + ] Supporting EvidenceBraun et al (2002) conducted experiment asking college students about advertising at Disney World. Asked Q's about either Bugs Bunny or Ariel (both not featured at disney). Those in this group= more likely to report meeting these characters than the control group.
- 23[ + ] Real Life EWT more accurate than lab studies.Lab studies may not truly represent the accuracy of EWT's as participants may have been aware that the situation was not real and this could then effect their behaviour (Screw you effect or Demand Characteristics). LOW EXTERNAL VALIDITY.
- 24[ + ] EWT in real life?Foster et al (1994)- if participants thought they were watching a real life robbery and that what they reported would actually have an impact on a real life investigation (Trial), there reports were likely to be more accurate
- 25[ + ] EWT in real life?Yuille + Cutshall (1986) greater accuracy of real life EWT's. Witnesses to armed robbery in Canada gave very accurate reports of the crime even 4 months after it happened. Also been given misleading information but this seemed to have less of an effect than previously thought.
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- A-Level Psychology Flashcards on Memory Flash Cards, created by Emma-Leigh Forman on 18/01/2016.
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- Emma-Leigh Forman
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