Flashcards
memory
Flashcards do conjunto (32)
- 1the working memory model- proposed by Baddeley and Hitch 1974
- the model is concerned with short term memory only and working memory is seen as an active processor - 2Baddeley and Hitchthey used the term 'working memory' to refer to the type of memory you use when working on a complex task which requires you to store information as you go along
- 3the modelBaddeley and Hitch proposed that STM was not a unitary store. instead it is a flexible and complex system that consists of a control mechanism assisted by three slave systems that allowed for two tasks to be done at once
- 4central executive- supervisory component
- has overall control over the three slave systems
- plays most important and complex role in working memory as it controls which information is and is not attended to
- has limited capacity and can only attend to a limited number of things at one time - 5phonological loop- one of the slave systems
- function is to store a limited number of speech based sounds for a brief time
- made up of a phonological store and an articulatory process - 6phonological store- the 'inner ear'
- stores acoustically coded items - 7articulatory process- the 'inner voice'
- allows words to be kept in the memory by sub-vocal repetition - 8visuo-spatial sketchpad- the second slave system
- sometimes called the 'inner eye'
- function is to hold a limited amount of information coded in a visual form for a short period of time
- helps individuals to navigate and interact with their physical environment
- includes the visual cache - 9episodic buffer- third slave system
- temporary store responsible for intergrating the visual, spatial and verbal information from the other stores
- has a limited capacity of about 4 chunks - 10strength dual task studies provide support for the modelBaddeley et al gave participants a simple tracking task while carrying out either a simultaneous visual imagery task or a verbal task. Participants had difficulty performing the two visual tasks. This is because the two tasks were competing for the same limited resources of the visuo-spatial sketchpad. However, participants could successfully carry out the tracking task while at the same time as performing a verbal task. This is because they were making use of the separate resources of the visuo-spatial sketchpad and the phonological loop. This supports the idea that there are separate components in the working memory.
- 11strength evidence from case studiesPatient K.F. suffered brain damage following a motorcycle accident. He had poor STM ability for verbal information but could process visual information. This suggests that just his phonological loop had been damaged and so provides evidence for the different stores. However, evidence is from a unique case that may not generalise to the whole population.
- 12strength evidence from brain imaging researchBrain imaging research shows different areas of the brain are active when performing different types of task. This supports the assumption that there are different subsystems for different functions in STM.
- 13strength practical applicationsThere is a high correlation between working memory capacity and performance on various tasks, it has been suggested that working memory capacity might be used as a measure of suitability for certain jobs. The model has allowed us to understand and explain processing deficits like reading difficulties and therefore offers possible routes to strategies to help people with conditions like dyslexia. This means the model has uses in the real world increasing its validity.
- 14weakness not a complete modelThe model doesn’t account for musical memory because participants can listen to instrumental music without impairing performance on other acoustic tasks.
- 15weakness lack of clarity over the central executiveThe central executive is the most important part of the model but it is the least understood. Its function is vague and difficult to test. This means the WMM has not been fully explained
- 16retrieval failurewhen the information is available but cannot be accessed because of the absence of appropriate cues
- 17cuesa cue is a trigger of information that allows us to access a memory therefore a lack of cues will lead to forgetting
- 18types of cues1. context - forgetting can occur when external environment is different at recall
2. state - forgetting can occur when internal environment is dissimilar at recall
3. organisation - forgetting is more likely to occur when material is not organised as organisation can create cues - 19strength evidence to support explanationGodden & Baddeley tested forgetting in deep sea divers. The divers were given a list of words to recall. There were four conditions: learn on land- recall on land, learn on land- recall underwater, learn underwater-recall underwater and learn underwater- recall on land. They found that recall was 40% lower in the non-matching conditions because the external cues available at learning were not available at recall. This study shows that contextual cues aid retrieval.
- 20strength evidence to support the explanationOverton got ppts to learn material when either drunk or sober. He found that recall was worse when the internal state was different at recall.
- 21strength practical applicationsThis explanation of forgetting has been used to improve eyewitness testimony accounts. Reinstating the context is one of the four key principles of the cognitive interview.
- 22weakness the environment has to be very different to result in forgettingTesting in a different room is unlikely to lead too much forgetting. This means that the explanation cannot always be applied to real life instances of forgetting.
- 23weakness alternative explanationsinterference is a convincing explanation for forgetting in some cases. This suggests that retrieval failure is not the only explanation for forgetting.
- 24cognitive interview- Developed by Fisher & Geiselman (1992) to improve the accuracy of eye witness testimony
- Designed to be used in police interviews. - 25report everythingevery detail must be reported no matter how unimportant it may seem
- 26context reinstatementmentally recreate an image of the situation including details of the environment and personal context of the crime in the mind of the witness
- 27recall from changed perspectiverecreate the incident from a range of perspectives including those of other bystanders, or even the criminals themselves
- 28recall in reverse orderencourages witness to recount the details of events in different chronological orders moving backwards and forwards in time
- 29strength evidence to show cognitive interview is effective- Kohnken et al. conducted a meta-analysis of 42 studies with over 2500 ppts
- Found the cognitive interview significantly increases the number of correctly recalled details compared to a standard interview - 30strength evidence to show which features of the cognitive interview are effective- Milne & Bull (2002) found that each of the CI techniques were equally effective
- Combination of report everything and context reinstatement lead to significantly more correct recall than individual techniques by themselves.
- They found no effect of age group suggesting the cognitive interview is effective for all ages. - 31weakness not always effective- The cognitive interview becomes less effective as time passes after the event.
- Small increase in incorrect information being reported when this technique is used. - 32weakness use in real lifeResearch in Police departments has found that using the cognitive interview technique is very time consuming as it takes longer than a standard interview and requires specialist training of police officers so appears it is not always the most practical technique to use in real life.
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- A level Psychology FlashCards sobre memory, criado por jess angliss em 31-05-2021.
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- jess angliss
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