Lecture 2: Human Information Processing and Memory Flashcards

Question

What is Eyewitness Testimony?

Answer 1

- Loftus et al. (1979) - If witness is exposed to new post-event information this may affect recall of events - Witness memory can be altered by the type of questions posed during questioning.

Answer 2

- 7 films of traffic accidents, ranging in duration from 5 to 30 seconds, were presented in a random order to each group. - After watching the film participants were asked to describe what had happened as if they were eyewitnesses. They were then asked specific questions, including the question “About how fast were the cars going when they (smashed / collided / bumped / hit / contacted) each other?” - The estimated speed was affected by the verb used

Answer 3

1. Response-bias factors: The misleading information provided may have simply influenced the answer a person gave (a 'response-bias) but didn't actually lead to a false memory of the event. For example, the different speed estimates occur because the critical word (e.g. 'smash' or 'hit') influences or biases a person's response. 2. The memory representation is altered: The critical verb changes a person's perception of the accident - some critical words would lead someone to have a perception of the accident being more serious. This perception is then stored in a person's memory of the event.

Answer 4

- If you are highly aroused by fear, emotion helps you store things in your memory better, in a storage process called consolidation that depends on the interaction of the amygdala and hippocampus. - Emotion gives you stronger confidence in your memory than it does in the accuracy of that memory. 9/11 attack: 63% accuracy a year later 57% after 3 years Participants were better at memories for the facts of the attack than they were for their personal recollections.

Answer 5

- Schemata = organized mental structures that aid the learners’ ability to understand and associate what is being presented to them - What is normal, typical, relevant or consistent with pre-existing knowledge will be remembered better than what is unexpected, bizarre or irrelevant (maybe?) - But – also Brewer and Tenpenny (1996) – distinctiveness mechanism i.e. tendency to remember what is bizarre

Answer 6

Prospective memory refers to the ability to remember to carry out intended actions in the future, such as remembering to attend a meeting or take medication at a specific time.

Answer 7

1. Time-based prospective memory: Remembering to do something at a particular time (e.g., "I need to call someone at 3 PM"). 2. Event-based prospective memory: Remembering to perform an action when a specific event occurs (e.g., "When I see my colleague, I need to give them the report").

Answer 8

- Intention formation: Formulating the intention or goal (e.g., planning to buy groceries after work). - Retention: Keeping the intention in memory during the delay between forming the intention and executing it. - Cue detection: Recognizing the appropriate time or situation (a cue) that triggers the intended action. - Execution: Carrying out the intended action once the cue is detected.

Answer 9

- Requires self-monitoring to detect when the cue for the task arises. - Can be disrupted by distractions or changes in routine, especially with time-based tasks. - Cognitive aging and conditions like Alzheimer's disease can impair prospective memory performance.

Answer 10

- Prospective memory tasks depend on a combination of working memory, executive functions, and attentional processes.

Answer 11

- External aids: Using reminders like alarms, notes, or apps to help trigger memory. - Implementation intentions: Creating specific action plans that link cues to tasks ("If X happens, then I will do Y").

Answer 12

- The PAM (Preparatory Attentional and Memory) theory suggests that prospective memory tasks require continuous maintenance of an intention from formation to execution. Reese and Cherry (2002) showed that only 2% of participants thought about their intention when interrupted, casting doubt on this theory for routine tasks. Einstein and McDaniel's reflexive-associative theory (1990) found that intentions often "pop" into mind automatically. This theory proposes that an association is formed between a cue and an action, and when the cue appears, the associative memory system automatically triggers the retrieval of the intended action without needing constant conscious monitoring.

Answer 13

1. Proactive 2. Retroactive

Answer 14

- Old memories interfering with learning new information. - If I already know how to type using a QWERTY keyboard layout, learning DVORAK may be harder because the old memories interfere!

Answer 15

- learning new things can make it harder to recall old information. - Say I now start learning DVORAK and am using it for months, I may find it harder to go back to QWERTY

Answer 16

- Minimise demand on memory - Put more knowledge “in the world” - Different types of long-term memory - Implication of memory types for design of information during use, and expectations for training - Using meaning to support transfer into long term memory - Ensuring rehearsal possible if necessary to transfer to long term memory - Support transfer to semantic memory by means of episodic information - Could similar processes interfere?

Answer 17

- Effortful recall practice improves recall. After reading a text, one group reread the text several times (crammers), another group took practice tests (testers). One immediate testing the first group did better, but delayed tests of more than a week testers did better. - Roediger & Karpicke (2006) - Effortful recall, “interleaving” (different subjects) and spaced retrieval practice stops memory decay. - Cepeda et al (2006) - Mixing problems together, is harder, and therefore helps later recall - Rohrer (2007) - “Make it Stick”, Brown, Roediger, McDaniel. 2014

Lecture 2: Human Information Processing and Memory Flashcards

(41 cards)