Flashcards
Psychology
Cards in this deck (27)
- 1Atkinson and shiffrin (1968) multi store model3 stores; sensory memory, STM and LTM.
- 2Sensory memoryDivided into echoic and iconic. Echoic holds auditory info for 2 second. Iconic holds visual for 1 second
- 3Passing information from sensory memory to STM to LTMInformation has to be paid to it to pass to STM. Rehearsal must happen for it to then pass to LTM.
- 4CapacityThe capacity of the STM is 7+/- 2 items. Information can be displaced. It's coded acoustically and stays for around 18 seconds. The capacity of the LTM is unlimited. This coded semantically, according to meaning.
Information can be lost through interference and we may need a cue to trigger the information.
Information is transferred back to the stm through retrieval. - 5Evaluation of multi store model- Model is over simplified. It doesn't take into account that some information is easier to store than others e.g info that is interesting or relevant.
- Jacobs supports; he found p's recalled on average 9.3 number and 7.3 letters. Concluded the capacity of stm is 9-5 items.
- most research was lab based so has high internal validity. This Ian because extraneous variables are controlled
- low ecological validity because its lab based research - 6Baddeley and hitch(1974)- Working memory modelCentral executive
Phonological loop
Visuo-spatial sketch pad
Episodic buffer - 7Central executiveActs as a conductor, coordinates activity of phonological loop and visuo-spatial sketch pad.
Responsible for starting rehearsal process.
Limited capacity - 8Phonological loopProcesses phonological information(sounds) which are stored 20-30 seconds. Coded acoustically.
Subcomponents: phonological store( inner ear) and articulatory control (inner voice).
Both have a duration of 2 seconds - 9Visuo-spatial sketch padInner eye. Stores visual and spatial information from the eyes or long term memory.
Capacity is 3-4 objects. - 10Episodic bufferBinds all the information together with information about time and order
Capacity of 4 chunks - 11Evaluation of working memory- shallice and Warrington - person known as 'KF'. Damages stm in motorcycle accident. Impairment for mainly verbal information. Immediate stm was also impaired. Shows there are separate components for visual and verbal.
- above study is low in reliability because it concerns a unique case.
- used in us Air Force
- functions of the central executive are vague and difficult to test scientifically. - 12Types of long term memoryEpisodic- store for personal events. Have to make a conscious effort to recall. Prefrontal cortex.
Semantic- our knowledge of the world. Frontal temporal lobes of the brain. Episodic and semantic are explicit
Procedural- our memory for skills and actions. Neocortex of the brain. Example of implicit memory. - 13Evaluation+ semantic- Clive wearing study supports that there are different types of ltm. Couldn't form new memories showing his episodic.
- however, these are case studies so lacks validity as no control over variables.
- it is also difficult to see which part of the brain has been damaged until they are dead.
+ episodic- tulving et al got their p's to perform memory tasks while being scanned by a PET scanner. Found both episodic and semantic memories were both recalled from the prefrontal cortex. Left side of prefrontal more active for semantic. Right side active for episodic recall. - 14Interference theoryOccurs in ltm. Two pieces of information conflict with eachother.
Two types: proactive- old memory interferes with new.
Retroactive- new interferes with old. - 15Evaluation of interference.-retrieval failure theory contradicts it.
- most supporting research is lab based so lacks ecological validity.
-application go real life. E.g a student revising two similar subjects at the same time
- doesn't take into account information that has more meaning to us is easier to remember. - 16Retrieval failure theoryCue dependant forgetting applies to ltm. Lack of a cue leads to forgetting.
Tulvings encoding specificity principal: the greater the similarity between the encoding event and retrieval the more likely recall.
Context dependant cue- cue from the external environment.
State dependant cue- a physiological cue. Recall more likely if in same emotional state as coding state. - 17Evaluation- explains the tip of the tongue phenomena.
- application as we can use this for exam performance.
-jerabak and standing found that students taking examinations in a different room from their learning could enhance recall by imagining they are in their classroom.
-supporting ecological validity - 18Supporting research makes - godden and baddeleyWanted to test whether cues affect recall.
18 divers given list of words to learn. Study lasted 4 days. Words were either presented at the beach or 20 feet under sea. When recalling the divers were either in same location or the other one. The words were presented twice with a ten second gap. P's then heard 15 digits which copied down. They waited 4 minutes before writing down the words within two minutes.
Recall was 50% higher in same environment as learning. - 19Evaluation of godden and baddeley- demand characteristics- p's knew they were being studied
- repeated measures design so after 4 days p's could have figured out the aim.
-no control over fitness of divers or weather conditions so reliability could be affected.
- standardised procedure to ensure reliability - 20Factors affecting EWT. - loftus and PalmerAim- to investigate whether verbs in leading questions affect speed estimates.
- 45 p's placed in 5 conditions. Watched 7 clips of a car crash. Then asked a series of questions. The verb used changed from smashed, hit, bumped, collided or contacted.
Results- smashed was highest at average of 40.8mph and contacted lowest at 31.8.
Conclusion- the verb used in a question affects speed perception. - 21Evaluation- low ecological validity. In real life other factors would influence.
- high reliability, extraneous variables were controlled.
-demand characteristics as p's knew they were in a study
+ independent design was used so they are less likely to suffer from boredom and practice effects. - 22Post event discussionGabbert et al- to see if post event discussion led to inaccuracies in ewt.
Each p watched a video of the same crime from diffferent view points. Therefore they saw different parts. Both p's then discussed before recall test. There was a control group not exposed to post-event discussion.
71% p's recalled aspects of the event that they didn't see in the video but had picked up in the discussion. In control group 0% recalled aspects that hadn't seen. - 23Influence of anxietyYuille and cutshall- to see if stress affects recall in a real life shooting.
- 21 individuals witnessed a real life shooting outside a gun shop in Vancouver.
Policed interviewed them after. 13 witnesses were reinterviewed 5 months later. Two misleading questions asked and the p's rated stress felt at the time on a seven point scale.
Results- recall was accurate even though misleading questions had been used. Concluded that in real cases stress doesn't always impair recall. - 24Evaluation-High validity as it real life
- lacks generalisability
- could be unethical because cause distress over past
- lack internal validity, can't control extraneous variables - 25Cognitive interview-Report everything
-Context reinstatement- recreate the scene
-Change the order
- Change perspective - 26EvaluationTime consuming
Need special training
Not suitable for children
Supporting studies lack ecological validity - 27Enhanced cognitive interview-interviewer avoids distracting witness
- witness controls the flow of information
- ask open ended questions
- get witness to speak slowly
- reduce anxiety in witness
- remind witness not to guess