Flashcards
Unit 1 Memory
Cards in this deck (20)
- 1AO1 DurationPeterson and Peterson - 3 letter consonant syllable followed by 3 digit number. 90% recall at 3 second interval, 2% recall at 18 second recall.
Bahrick et al - After 48 years 75% recall for names to faces. - 2AO2 DurationMarsh et al (-) - Didn't tell participants that they had to recall the consonant syllable. Forgetting happened just after 2 seconds
Nairne et al (-) - Ppts recalled same items over 96 seconds. Suggests more extensive - 3AO1 CapacityMiller - STM's capacity is around 7±2 items. Also found evidence of chunking: we can recall 5 words as well as we can recall 5 letters
LTM's capacity is potentially unlimited - 4AO2 CapacityCowan (-) - STM is limited to 4 chunks; not as extensive as first thought
Baddeley (+) - RWA; postcodes chunking maximises efficiency of chunking
Individual Differences (-) - Age, etc? - 5AO1 EncodingBaddeley - In STM, accoustically similar words were most difficult to recall. In LTM, semantically similar words most difficult.
- 6AO2 EncodingBrandimote et al (-) - Participants were given a visual task and were verbally suppressed (they had to say la la la). Found they also used visual encoding.
- 7AO1 MSM
- 8AO2 MSMSquire and Beardsley (+) - Prefrontal cortex STM; hippocampus LTM.
Scoville and Milner (+) - HM suffered from severe epilepsy and had his hippocampus removed. Failed to form long term memories but still formed STMs.
Reductionist (-) - Narrows down incredibly complex processes down into stores. - 9AO1 WMM
- 10AO2 WMMShallice and Warrington (+) - KF; motorbike accident. Damaged brain. Couldn't store acoustic stimuli but able to for visual.
Eslinger and Damasio (-) - EVR; had a cerebral brain tumour removed. Had no problems with reasoning but decision making was poor. Suggests that central executive wasn't wholly intact.
Evidence from brain-damaged patients (-) - May be trauma that caused these changes. Cannot make before and after comparisons - 11AO1 EWTLoftus and Palmer - 45 ppts watched 7 clips of traffic accidents. Critical question "how fast was the car going when they '...' each other?". Smashed, collided, bumped, hit, contacted. 41.8mph vs 31.8mph
- 12AO2 EWTLacks Mundane Realism (-) - In lab setting. Ppts not as emotionally aroused. Affects recall.
Loftus et al (+) - Stop/Yield study. "Did another car pass the Datsun while it was at the (1) stop sign (2) yield sign? " Had to place which slides were in original sequence. 75% consistent questions correct slide, only 41% for inconsistent.
Yuille and Cutshall (-) - 13 witnesses of a real life robbery in Canada. 4 months after crime. Still matched reports. - 13AO1 AgeParker and Carranza - Primary school children vs college students. Watched clip of a crime. Had to identify perpetrator out of photos. Children more likely to choose but be incorrect. Vice versa for college students.
- 14AO2 AgeAnastasi and Rhodes (+/-) - Fails to account for own age bias. Asked to rate attractiveness of 24 individuals. Filler activity - 48 photos. Young and middle aged more accurate but more accurate in own age group.
Clifasefi (-) - Alcohol myopia: 82% drunk vs 46% sober - 15AO1 AnxietyJohnson and Scott - Weapon focus effect; group 1 heard argument in adjoining room. Man emerged with pen covered in grease. Group 1 more heated. Man emerged with paper knife with blood over it. Asked to recall - 49% accuracy vs 33%. Explains poor recall during violent crimes.
- 16AO2 AnxietyDeffenbacher (-) - Yerkes-Dodson Law; moderate arousal is optimal for recall. Low and high decreases performance.
Loftus et al (+) - Monitored eye movements of witnesses. Presence of weapon attention drawn to it rather than person's face. - 17AO1 Cognitive InterviewFisher and Geiselman - Report everything, mental reinstatement: mentally recreate environment and contacts (consistency), change of order, change of perspective (more routes).
- 18AO2 Cognitive InterviewMello and Fisher (+) - Emphasises report everything component. Especially useful for older witnesses as there is a stigma of their recall. SI vs CI - advantage most useful for them.
Kebbell and Wagstaff (-) - Time problems with the CI. Requires more time than they usually have, easier to ask directly.
Difficulties in establishing effectiveness (-) - a series of components. Thames Valley Police virtually the same but no changing perspectives. - 19AO1 Strategies for Memory ImprovementMethod of Loci - Take a journey around a familiar setting or location e.g. your house. Associate specific areas of this location with the stimuli and create links. During recall, retake this journey. Enhances recall due to amount of routes created for remembering.
- 20AO2 Strategies for Memory ImprovementBroadley and MacDonald (+) - Phase 1: children with Down Syndrome battery of tests. Phase 2: group 1 - memory training group 2 - control group. Phase 3: retest. Significantly improved memory skills.
O'Hara (+) - Memory techniques most useful for older adults especially those who continued to employ these strategies after training.
Slavin (-) - Memory techniques advantageous only in lab setting. E.g. particularly useful for teaching foreign vocabulary but not effective in helping them speak foreign languages better.
Information
- Description
- A-Level Psychology (Memory) Flashcards on Unit 1 Memory, created by scribble.pad on 14/05/2016.
- Created by
- scribble.pad
- Views
- 0
- Rating