Flashcards
Memory Research and Evaluation
Flashcards do conjunto (12)
- 1Research into CodingBaddeley gave different lists of words to 4 different groups to remember:
1. Acoustically similar or dissimilar, semantically similar or dissimilar.
2. Some Ps did recall immediately (testing STM) some Ps did recall after 20 mins (testing LTM).
3. Ps tested on STM struggled to recall acoustically similar words. Ps tested on LTM struggled to recall semantically similar words.
4. These findings suggest that information is coded acoustically in STM and semantically in LTM.
Eval: 1. Strength - Baddeley study identifies clear difference between two memory stores.
2. Limitation - Studies were in artificial environments, may not be relevant to everyday tasks, limited application. - 2Research on Capacity - STMJacobs measured digit span of STM:
1. Researcher called out number of digits and Ps had to recall them in correct order.
2. Mean digit span = 7.3
Eval: 1. Strength - Jacob's study has been replicated to test for reliability and found to be a valid test of capacity.
Miller observed chunking:
1. Observations of everyday practice (things tend to come in 7, days of week, sins etc).
2. Though that capacity of STM was 7 (plus or minus 2).
3. Chunking, grouping sets of data into units of chunks.
Eval: 1. Limitation - Miller's research may have overestimated STM capacity - newer research suggests it's much less. - 3Research on Duration - STMThe Petersons tested 24 Ps in 8 trials:
1. Students given a consonant syllable and a 3 digit number.
2. Counted backwards from this number until told to stop to prevent rehearsal which could increase duration of STM.
3. In each trial they were asked to recall after a different length of time.
4. Findings suggested that duration may be about 18s.
Eval: 1. Limitation - Stimulus material artificial and meaningless. Lacked external validity.
2. Strength - We sometimes do need to remember information that is meaningless. - 4Research on Duration - LTMBahrick studied 392 Americans aged 17-74.
1. P's recall was tested by photo recognition or name recall.
2. Ps tested within 15 years were 90% accurate in photo recognition then 70% after 48 years. Ps tested in name recall were 60% then 30% after 48 years.
3. Findings suggest that LTM memory duration could be a lifetime for some material.
Eval: 1. Strength - high external validity, as meaningful material was used. - 5Multi-Store Model1. Baddeley Research Support - Mixing up acoustic similar vs semantic similar words show STM and LTM are separate and independent stores.
2. Baddeley Research has artificial stimuli - MSM may not be a valid model of memory in everyday life.
3. KF Study Limitation - KF's STM for digits was poor when read aloud but better when read the digits himself, suggests that MSM is wrong in saying there is only 1 type of STM. Also, more types of LTM - KM (procedural, episodic, semantic).
4. Prolonged Rehearsal NOT always needed - Watkins showed that type of rehearsal is more important than time spent e.g. elaborative rehearsal. MSM does not fully explain how LTM is achieved. - 6Types of LTM1. HM Case Study Support - Episodic memory impaired but semantic and procedural memory intact. Supports that there are different LTM stores.
2. Lack of control of brain injury studies - lack of variable control in KM study, no way of telling memory before and after comparison. Limits what KM study can tell us about LTM.
3. Conflicting Neuroimaging Evidence - conflicting evidence regarding location of LTM types in the brain. Challenges other evidence as there is poor agreement on location.
4. Real-World Application - Understanding types of LTM means Psychologists can help people with memory problems. Treatments can be developed. - 7Working Memory Model (STM ONLY)1. KF Case Study Support - KF had poor recall when digits were read to him (acoustic) but better recall when he read (visual) the digits himself. Supports the existence of separate acoustic and visual stores.
2. KF Case Study Limitation - Unclear whether KF had any other impairments that could affect his memory, meaning this evidence may not have high validity.
3. Baddeley Research Support - Ps completed a verbal and visual task were successful but Ps completing two visual (or two verbal) tasks at the same time were less successful. Suggests there a separate subsystems for visual and verbal input.
4. Central Executive Limitation - the nature of the central executive is not clearly explained or well understood, some Psychs believe there are subsystems for Central Executive. Challenges the integrity of the model. - 8Interference Theory1. Real-World Application Strength - Rugby players recall names of Teams, the more matches played, the less they recalled. Shows Interference can operate in some real-world situations, increasing validity of the study.
2. Conditions for Interference are Unlikely - Conditions necessary for Interference to occur are unlikely. Suggesting forgetting may be better explained by other theories.
3. Interference Can Be Easily Overcome - When Ps were given a cue, information that had previously been forgotten due to interference was remembered, suggesting that interference is a temporary loss, which was not predicted by interference theory.
4. Support from Drug Study - Coenen found that when information was learn under the influence of a drug, recall was bad but when information was learnt before drug taking, recall was better and it was suggested that the drug prevented new information entering the memory meaning there was less retroactive interference. This supports the theory as it shows interference. - 9Retrieval Failure1. Real-World Application - Baddeley suggests that retrieval cues can help overcome forgetting in everyday situations.
2. Deep Sea Divers Support - Divers learnt and recalled words either on land or underwater, accurate recall was 40% loser in the different conditions. This suggests forgetting due to context dependent cues.
3. Antihistamine Drug Support - Ps learnt lists of words under effects of antihistamine or not and then recalled the words under the drug or not, Ps that had a mismatch in internal state when learning and recalling had a lower recall ability. Suggests forgetting due to state-dependent cues.
4. Baddeley Argument - Baddeley argues that context effects are not actually very strong, hard to find an environment with such stark contrast as on land vs underwater in real life. This suggests that retrieval failure due to lack of context cues may not explain much about forgetting in everyday life, making the research less ecologically valid.
5. Type of Recall Affect Limitation - Baddeley and Godden found that when replicated and type of recall changed to recognition, - 10Misleading Information (EWT)1. Loftus and Palmer Support - Ps watched clips of car accidents, were given leading questions with different verb in the question (bumped, crashed etc) and asked to estimate the speed of the car. Verb 'smashed' had highest estimate. Suggests the verb used in the question biased EW's recall of events.
2. Gabbert Study Support - Ps watched videos of the same crime from different angles, Ps discussed what they had seen, Ps completed a test of recall. 71% of Ps mistakenly recalled aspects of the event they did not see in the video. This suggests memory conformity or memory contamination.
3. Real-World Application Strength - important practical uses in the criminal justice system.
4. Research Issues Weakness - Watching clips is not the same as witnessing a real event and reporting in research is not as important as reporting in the justice system so Ps may be less motivated to be accurate.
5. Limitation - When Ps watched clips, recall was more accurate even after post event discussion on central details of the event. EWT more accurate for some aspects of an event than for others. - 11Anxiety (EWT)1. Anxiety Has a Negative Effect on Recall - Scott and Johnson. Ps were told they were in a lab study, when in waiting room one condition heard a casual conversation and saw a man walk out with scissors and and grease on his hands and one heard a heated argument, breaking glass and saw a man walk out carrying a knife covered in blood. Only 33% were able to identify the man from the high anxiety condition vs 49% in the low anxiety. Supports 'Tunnel Theory' where people have enhanced memory for the central events, weapon focus could be an effect of this.
2. Anxiety Has a Positive Effect on Recall - Yuille and Cutshall. Actual shooting in a shop, witnesses were interviewed and marked on accuracy of recall by no. of details and also asked how stressed they felt at the time. Ps who reported highest levels of stress had most accurate recall, suggesting anxiety has an enhancing effect on recall.
3. Kenneth studied EWT research and came up with Yerkes - Dodson Law.
4. Unusual or Anxiety? - A limitation of Scott and Johnson's study is Ps could be surprised to see the knife - 12The Cognitive Interview1. CI Gives More Accurate EWT - Köhnken studied data comparing CI with standard interview, CI gave a 41% increase in accuracy, shows CI is an effective technique in helping witnesses to recall more information.
2. Counterpoint - An increase in inaccurate information was also found from the CI, suggests the CI must be used with caution.
3. Time-Consuming - CI takes up lots of time to complete and also lots of training to complete, many forces do not have the facilities for the special training of CI or the resources for more than a few hours to interview. This suggests the CI is not a realistic method for police officers to use.
Informações
- Descrição
- A level Psychology (Memory (2)) FlashCards sobre Memory Research and Evaluation , criado por Bonny Forshaw em 03-12-2022.
- Criado por
- Bonny Forshaw
- Visualizações
- 0
- Avaliação