Flashcards
STUDIES - MEMORY UNIT
Flashcards do conjunto (31)
- 1Peterson and Peterson 1959duration of STM - 24 participants had to recall trigrams- to prevent rehearsal had to count backwards from a specified number until red light shown - asked to recall them after intervals of 3,6,9,12,15 and 18 seconds - longer the interval - less trigrams recalled - 80% trigrams after 3s, 10% after 18s
- 2Bahrick et al 1975392 american ex high school students were tested: free recall of ex classmates, photo recognition, name recognition and name and photo matching test - 90% accuracy in face and name recognition even those who left 34 years ago, 80% for name recognition after 48 years, 40% for face recognition after 48 years, free recall less accurate - 60% after 15 years and 30& after 48 years
- 3Baddeley 1966exploring effects of acoustic and semantic encoding - STM & LTM, - STM study - PPs shown a presentation then had to recall 5 words immediately after - words were acoustically similar and dissimilar & semantically similar and dissimilar (meaning) - words with similar sounds harder to recall using STM than dissimilar sounds, similarity of meaning only had a slight effect. LTM study 0 words extended to 10 and tested after 20 minutes - words for semantically similar than dissimilar and recall was the same for acoustically similar and dissimilar words - STM relies on acoustic encoding & LTM makes use of semantic encoding
- 4Miller 1956capacity of STM in MSM - STM can hold 7 +-2 pieces of info - can be increased by chunking - makes it more meaningful and organiss it with information that exists in LTM
- 5Conrad 1964finding if STM encodes infromation acoustically - compared acoustic and visual data - PPs presented with 6 letters at a time, displaying them for 0.75 secs - PPs had to recall letters in order they were presented - when letters sounded alike, even though visually presented errors were made e.g. S was recalled instead of X - conclu - STM does encode info acoustically
- 6Loftus et al 1979 - weapon focus effectsee if the presence of a knife effects EWT - 2 conditions in both PPs heard a discussion in next room, 1 - man emerged holding a pen and grease on his hands, 2 - discussion more heated & man holding a knife and covered in blood - in 1 - 49% accurate identifying the man from 50 photos, in 2 - 33% accurate conclu - weapon distracted attention from man and might explain how some EWT sometimes has poor recall from certain details
- 7Loftus et al 1974 (misleading questions)accuracy of memory after witnessing a car crash - 45 students shown 7 films of traffic accident - after each one asked questions including 'about how fast were the cars travelling when they hit each other' - for each group the verb 'hit' was replaced with another verb - 'smashed' 'collided' 'bumped' or 'contacted' - group given 'smashed' had higher speed than other groups (41mp) word who had 'contacted' lower speed with (32mph) conclu - form of question can effect the answer from witness
- 8Sperling - Evidence for sensory storeParticipants saw grid of letters and digits for 50 milliseconds – when they heard a tone they would either write the whole thing or one row of the grid
whole thing = 42% recall and one row = 75% - 9Case study – HMEvidence for STM and LTM HM brain damage caused by operation to remove a part of his brain to reduce epilepsy – after op – could remember things just before surgery but not LTM
- 10Case study – KF Evidence STM not a single store : visual and verbal storesSuffered brain damage – resulted in difficulty dealing with verbal info in STM but normal ability to process visual info
- 11Logie - Evaluating MSMSTM relies on LTM - therefore it cannot come first as suggested in MSM
- 12Loftus and palmer – second study misleading question – EWTAsked 2 groups again given the word hit and smashed and then third group asked if they saw broken glass – those who thought there was class said faster time
- 13Christianson et al : Anxiety EWTIncreases recall – 58 real witnesses to bank robberies – those personally threatened remembered more than those who were on looking situation and less emotionally aroused
- 14Deffenbatcher : Anxiety EWTMeta-analysis of 18 studies published between 1974 and 1997 – was support that high levels of stress negatively impacted on accuracy of recall
- 15Deffenbatcher Explanation of contradiction of anxietyYerkes-Dodson law – performance improves with increased in arousal up to a certain point and then declines with further increased
- 16Loftus et al : Weapon focus effect EWTMonitored eyewitness’ eye movements and found presence of weapon causes attention to weapon and away from person’s face
- 17Parker and Carranza : Age of witness EWTCompared primary school children and college students in their ability to identify a target person after a mock crime – child higher rate than adults but more likely to make mistakes than college students
- 18Yarmey - Age of witness EWTStopped 651 adults in public areas and asked to recall characteristics of young women who had spoken to for 15 seconds – (18-29) year olds and (30-44) more confident in recall than (45-65) year olds – no significant differences in accuracy of recall that could be attributed to age of group witness
- 19Fisher and Geiselman Cognitive interview1.Report everything
2.Mental reinstatement of original context
3.Changing the order
4.Changing perspective - 20Fisher et al : The use of cognitive interviewUsed field experiment – 16 experienced police officers from Miami, Florida conducted 2 interviews on 47 witnesses or victims in shop lifting or mugging – 7 of the police officers trained using CI technique, other 9 received no further training – cognitive interviews 47% more facts relating to matters & no gain from 2nd interview (normal)
- 21Kohnken et al : Effectiveness of CIMeta-analysis – increase of 34% in amount of correct information generated in the CI compared with standard interview
- 22Mnemonic techniques Verbal: acronymWord or sentence formed from initial letter from words
- 23Mnemonic techniques Verbal: acrosticA poem or sentence where the first letter in each line or word formed the item to be remembered
- 24Mnemonic techniques Verbal: rhymesGroups of words with an identity and rhythm
- 25Mnemonic techniques Verbal: chuckingDividing a long string of information into memorable chunks
- 26Mnemonic techniques Visual: lociMethod requires the learner to associate parts of the material with different places
- 27Mnemonic techniques Visual: keyword methodAssociating a piece of information with an object
- 28Mnemonic techniques Visual: diagrams/ mindmapsnotes put together in the form of a drawing - usually branching pattern
- 29O’Hara : Research on visual imagery mnemonicsFound that training in use of mnemonic techniques such as the method of loci has LTM benefits for older adults, particularly those who continued to employ this technique after training
- 30Bower et alparticipants given 112 words to learn. If the words were organised into conceptual hierarchies, recall was two to three times better than presented in a random order
- 31Paviodual coding hypothesis - words and images are processed separately - concrete words - made into images are double encoded in memory. Double coding increases liklihood they will be remembered
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- Psychology (Memory) FlashCards sobre STUDIES - MEMORY UNIT, criado por samantha_x em 21-04-2014.
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- samantha_x
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