memory (1)

Question 1

what does duration mean

Answer 1

how long in time memories can be stored before they are processed/forgotten

Question 2

what did peterson and Peterson experiment

Answer 2

researched the duration of STM

Question 2

what is a trigram

Answer 2

non-sense 3 letter combination

Question 3

describe the Peterson and Peterson experiment

Answer 3

1. Participants were asked to memorise a triagram they only saw for a short time
2. then asked to count aloud backwards from three, increasing the duration by 3 seconds each time.
3. this was used as a distraction
4. the participants were then asked to write the trigram
5. researchers concluded that the duration of STM was 18 seconds

Question 4

how long does STM last

Answer 4

18 seconds

Question 5

capacity

Answer 5

the capacity is how many items memory can hold

Question 6

what did Miller research

Answer 6

the capacity of STM

Question 7

describe Miller’s experiment

Answer 7

1. Participants were shown numbers to remember and it increased each time
2. the participants were asked to recall the numbers immediately

Question 8

what is the capacity of STM (number)

Answer 8

7 ± 2 items

Question 9

encoding

Answer 9

bet method to support memories being stored

Question 10

what did Baddley research

Answer 10

researched encoding

Question 11

acoustic

Answer 11

words that sound similiar

Question 12

semantic

Answer 12

words that have similiar meanings

Question 13

encoding for LTM

Answer 13

semantic

Question 14

encoding for STM

Answer 14

acoustic

Question 15

draw the multistore model of memory

Answer 15

draw it out.

Question 16

main features of the multi-store model of memory

Answer 16

• it is a structural model
• STM & LTM are unitary stores
• info passes from store to store in a linear way
• rehearsal is needed to pass info from STM to LTM
• each store has its own characteristics (encoding, capacity, encoding)
• explanations for forgetting are different for each store

Question 17

evidence for the sensory store? (MMOM)

Answer 17

if people are shown stimuli for 50 milliseconds, the participants cant recall the stimuli even though we can sense it (sight), therefore we need to pay attention to stimuli for it to continue into STM

Question 18

evidence for the serial position effect (MMOM)

Answer 18

you are more likely to recall words you see first & last, bc we rehearse the first words sending them to LTM and the last words are in the STM. this is evidence for maintenence rehearsal and elaborative rehearsal.

Question 19

areas of the brain to support the MMOM

Answer 19

STM - pre frontal cortex
LTM - hippocampus

areas of the brain are seperate, supporting the idea STM & LTM are different stores just like in the model.

Question 20

proof STM is not just one unit

Answer 20

KF had brain damage and could only recall visual info & not verbal info showing STM has different stores

Question 21

draw the working model of memory

Answer 21

draw!

Question 22

central executive (WMOM)

Answer 22

controls slave system, acts as a filteration system for all info entering the system & chooses what we pay attention to. has a limited capacity

Question 23

phonological loop

Answer 23

contains the phonological store & articulatory control system. limited capacity, temporary storage system for holding verbal information in a speech based form

Question 24

phonological store

Answer 24

holds information in a speech-based form. stores sounds

Question 25

articulatory control system

Answer 25

allows us to repeat verbal information in a loop

Question 26

visuo-spatial sketch pad

Answer 26

STM part that focuses on visual and spatial awareness

Question 27

episodic buffer

Answer 27

chunks info into relevant pieces that go to the LTM. Info comes from the phonological loop, vss & central executive. because CE has a limited capacity.

Question 28

dual processing

Answer 28

performing two different tasks simultaneously.

Question 29

evidence for the phonological loop

Answer 29

people can recall info that is presented to them verbally, but if additional info presented that requires the slave system, recall is weaker. e.g. we cannot read something whilst continously repeating the word "the" outloud.

Question 30

evidence for separate slaves in the WMM

Answer 30

a man named KF had brain damage and could only recall visual info and not verbal info, showing theres multiple slaves in the WMM.

Question 31

what is type of memory is episodic memory

Answer 31

explicit/declarative memory, concerned with knowing "that"

Question 32

what is episodic memory

Answer 32

memories of events or groups of events that occur in a sequence. it is therefore a memory of personal experience. time & place is known

Question 33

what type of memory is semantic memory

Answer 33

explicit/declarative memory, concerned with knowing "that"

Question 34

what is semantic memory

Answer 34

relates to things (such as functions of objects), behaviour (e.g. social customs), and abstract concepts (e.g. maths & language)

Question 35

what type of memory is procedural memory

Answer 35

implicit memory concerned with knowing "how"

Question 36

what is procedural memory

Answer 36

required through repetition & practice. they are implicit because they are automatic and we become less aware of them a

Question 37

where is episodic memory located?

Answer 37

in the hippocampus

Question 38

where is the semanic memories located?

Answer 38

temporal lobe

Question 39

where is the procedural memories located

Answer 39

cerebellum

Question 40

what is proactive interference

Answer 40

previously learnt info interfering with new info you are trying to store

Question 41

what is retroactive interference

Answer 41

a new memory that interferes with the older ones

Question 42

explain the research on effects of similarity (1931)

Answer 42

participants learn 10 words until 100% accuracy, then learnt a new list, 6 grps got different types of lists.

Question 43

what does GRAVE stand for

Answer 43

generalisability, reliability, applicability, validity and ecological validity

Question 44

what is context dependent forgetting

Answer 44

forgetting when you change the location of where you learn things

Question 45

1975 - context dependent forgetting, explain what Godden and Baddley did

Answer 45

results showed that stuff learned underwater were recalled better underwater and results learnt on land were remembered better on land.

Question 46

abmetty 1940 experiment

Answer 46

same instructor and same room - better recall diff instructor and different room - worse recall

Question 47

what is state dependent forgetting

Answer 47

internal bodily cues that were present when learning something - for example its easier to remember something when happy if you learnt it in a happy state.

Question 48

tulving and pearlstone experiment (1966)

Answer 48

48 words split into 12 categories, condition 1: free recall with no hint of the category names condition 2: given the hint of a category condition 1: 40% recall condition 2: 60% recall

Question 49

Goodwin tested state dependent forgetting, how?

Answer 49

by giving male volunteers to learn a list of words when they were either drunk/sober.

Question 50

what is an EWT (eye witness testimony)?

Answer 50

a statement given in court of law by someone who actually observed the crime

Question 51

explain how Loftus and Palmer aimed to see if leading questions affected the accuracy of EWT (experiment 1)

Answer 51

45 college students were shown a car crashing, then asked "how fast were the cars going when they ... each other". the change of the verb showed to impact peoples ans

Question 52

what is response bias

Answer 52

the critical word influencing a persons response

Question 53

explain how Loftus and Palmer aimed to see if leading questions affected the accuracy of EWT (experiment 2)

Answer 53

150 students participants were shown a car accident, then split into 3 groups. one grp was asked: how fast was the car going when they hit eachother second grp: how fast was the car going when they smashed into eachother third was control variable one week later they were asked if they saw any broken glass in the accident (no broken glass) second grp were more likely to say they saw broken glass

Question 54

how did Gabbert research if post event discussion impacted memory

Answer 54

paired participants were exposed to a fake crime but saw it from different perspectives. after, they were able to discuss what they had both seen and agreed on a set of events. 7% paired added wrong info control grp 0%

Question 55

what is memory conformity

Answer 55

we go along with other peoples views for social approval

Question 56

what is memory contamination

Answer 56

discussion leads to altered and distorted memories

Question 57

how did Loftus research if anxiety affected EWT

Answer 57

participants were asked to wait outside and overheard what they thought was a genuine exchange (unknowing the experiment had already started) condition 1: heard an amicable discussion abt equipment failure and a man came out holding a pen. condition 2: heard a hostile convo and a man came out holding a bloody knife remembered his face: with weapon: 33% with pen: 49%

Question 58

how did Christian and Hubinette test if anxiety affected EWT?

Answer 58

natural experiment, half participants were not threatened by the bank robber & half were. threatened ppl: better rates of identification non threatened: less accurate

Question 59

what did Deffenbacher suggest

Answer 59

when anxiety increase, so does accuracy, but too much anxiety can cause it to decrease

Question 60

one strength of the Working memory model

Answer 60

supported by experimental evidence. (Baddeley and Hitch, 1974) show that people can perform two tasks simultaneously if they use different components of working memory (e.g., one verbal and one visual), but performance suffers if both tasks use the same component. This supports the idea of separate subsystems like the phonological loop and visuospatial sketchpad.

Question 61

one weakness of the working model memory model

Answer 61

the central executive component is not well understood. described as an attention controller, but its exact processes and capacity are unclear and not well defined. difficult to test or measure directly, weakening the explanatory power of the model