Memory

Question 1

What is the coding of sensory memory

Answer 1

Sensory information auditory and visual info

Question 2

What is the capacity of sensory memory

Answer 2

Large capacity

Question 3

What is the duration of sensory memory

Answer 3

Very brief

Question 4

What is the capacity of short term memory and the study that supports this (also a03)

Answer 4

Capacity STM = limited
Miller -magic number 7 , + or - 2
✅supported psychological research, Jacobs span test repeating a string of letter/numbers in the same order, number of letters/ numbers increased . Average span 7.3 letters and 9.3 words. Increases validity.
❌didn’t take into account other factors

Question 5

Duration of short term memory and the study that supports this (A03)

Answer 5

Duration = limited
Peaterson and Peterson study
Trigrams
counting down in 3s or 4s before recalling
✅highly controlled, laboratory exsperiment indiana uni
❌lacks ecological validity, not everyday thing

Question 6

What is the long term memory capacity

Answer 6

Unlimited

Question 7

What is the long term memory duration (also ao3 )

Answer 7

Lifetime
Behrick
Phtotos from high school yearbook, match names and photos
90% recall faces 14 years after graduating
60% recall faces 50 years after graduating
✅high ecological validity - used real life memory’s, reflect memory for real life events.
❌lacks population validity - American uni students too generalised

Question 8

Coding for Long term and short term memory (A03)

Answer 8

Baddeley
STM- similar sounding (acoustic) words harder to recall than similar meaning words (semantic) . Acoustic coding .

LTM- similar meaning (semantic) words harder to recall then similar sounding (acoustic) . Semantic coding.

❌lacks ecological validity- recalling lists isn’t a day to day activity , doesn’t resemble memory in the real world.
✅ very reliable- can be replicated, everyone has the same words and the same amount of time.

Question 9

A03 for the multi store memory model

Answer 9

✅ case study– Clive wearing, musician- no stm , Can’t form new memories, limited access to his past. Semantic, distinct difference in short-term memory and long-term memory.
✅ case study patient capital HM – temporal lobe partially removed in an epilepsy operation.Couldn’t form long-term memories short term memory unaffected shows a distinct difference between short-term memory and long time memory.
❌ no ecological validity – lab experiments artificial environment not representative to every day.
❌ two simplistic - oversimplifies long-term memory. Long term memory has different stores not just one. Long time memory has procedural memories e.g. how to ride a bike semantic memories the capital of France memories third birthday party.

Question 10

Who proposed the multistore memory model

Answer 10

Atkinson and shiffrin

Question 11

Who proposed the working memory model

Answer 11

Baddeley and hitch

Question 12

What is the working memory model

Answer 12

Model describes STM as a system with multiple components

Question 13

What is the central executive

Answer 13

Collects data from senses and allocates to one of the slave systems ( vss, pl, eb)

Question 14

What is the Visio-spatial sketchpad and what is it spilt into

Answer 14

visual information
Inner scibe:
mental images, records the arrangement of objects.

Visual catche:
Visual information

Question 15

What is the phonological loop

Answer 15

Phonological store - stores the words heard

The articulatory process - rehearsal (repeating words / sounds to keep them in working memory whilst needed)

Question 16

What is the eposodic buffer

Answer 16

Facilitates communication between working memory (STM) and (LTM) Passes information to long term memory

Question 17

A03 for the working memory model

Answer 17

✅case study - patient KF - motorbike accident - issues with STM - able to remember visual images (faces), unable to remember sounds. This suggests that there has yo br ark least two components of STM- one visual and one acoustic.
✅brain image studies - reveal areas of the brain activity associated with each component, things involving verbal (psychological loop) - legit hemisphere of the brain. Tasks involving visual and spatial information (visual spatial sketchpad) - right hemisphere of the brain. Evidence of visual and auditory processes being separate.
❌too simplistic- doesn’t account for how individuals store and manipulate non visual and non verbal info in stm. focuses on verbal and visual information, neglecting other senses (touch smell taste) - phonological loop and visual- spatial sketchpad - auditory and visual spatial information. Senses play a part in working memory.
❌limits ecological validity - artificial tasks that don’t relate to everyday life memory use - research done mainly in highly controlled or lab conditions - Bradley’s dual tast studies - repeating didgets while following a moving light.

Question 18

What is the inference theory for forgetting

Answer 18

Similar information competes for attention

Question 19

What are the two types of inference

Answer 19

Proactive inference
Retroactive inference

Question 20

What is proactive inference

Answer 20

Old memory’s affect recall when learning new information

Question 21

Retroactive inference

Answer 21

Learning new affects the recall of old information

Question 22

What are the two studies for inference

Answer 22

Baddeley and hitch- rugby players who played more games forgot more team names then those who played less

Mcgeoch and McDonald - participants recalled lists of words, inference highest when lists are similar

Question 23

Evaluation for inference

Answer 23

✅lab support - mcgeoch and McDonald
✅high ecological validity - real life application - baddley and hitch
❌artificial lab tasks - recall word lists - mcgeoch, McDonald

Question 24

What is retrieval failure

Answer 24

Information available but not accessible due to missing cues

Question 25

What is tulurings theory

Answer 25

Encoding specificity principle Cues present during encoding must be present at retrieval Forgetting occurs when state or contextual cues differ

Question 26

What is context dependant failure

Answer 26

Where the environments for learning and recall are different (room) Evidence- godden and baddley CONTEXT = environmental cues missing (external )

Question 27

What is state dependant failure

Answer 27

Where physical state for recall is different (mood) Evidence - carter and cassaday STATE = emotional state different (internal)

Question 28

Godden and baddley exsperiment - context (environment)

Answer 28

Aim- investigate contextual cues Method - 18 participants from a uni diving club and divided into 4 conditions: Learning words on land and recalling words on land Learning words on land and recalling underwater Learning words underwater and recalling on land Learning words underwater recalling underwater All participants take part in all conditions over 4 separate days Results - words learnt underwater recalled better underwater and words learnt on land were better recalled on land Conclusion - environmental cues improve recall

Question 29

Carter and cassaday study - state dependant ( mood)

Answer 29

Aim- test state dependant forgetting using antihistamine drugs Procedure - 4 conditions: Learn words after taking antihistamine and recall after taking anti-histamine Learn words without antihistamine and recall without antihistamine Learn the words after taking antihistamine and recall without antihistamine Learn words without antihistamine and recall after taking antihistamine Findings- if the conditions for learning and recalling were the same, memory was improved. and if they were different the recalling was worse. Conclusion- emotional state that are present at the time of learning must be present at the tune of retrieval otherwise forgetting is likely to occur.

Question 30

What is eye witness testimony

Answer 30

Evidence given by someone who has witnessed a crime or accident that is used in court or at a police investigation.

Question 31

What are the two factors that effect the accuracy of eyewitness reports

Answer 31

Leading questions Post event discussion

Question 32

What is leading questions

Answer 32

Questions that change the answer or response to one that is desired

Question 33

What research links to leading questions

Answer 33

Loftus and palmers research

Question 34

What was loftus and palmers research

Answer 34

Aim- to see wether the wording of questions could influence participants memory of the event ( changing the verb) Procedure: Experiment 1 All participants shown 7 video clips of car accidents, after each clip asked to write a brief account of what they had seen and answer questions. Question focussed on the speed the cars were going by changing the intensity of the verb for each participant. Experiment 2 Watched a film of a car accidents then divided into 3 groups where the critical question was different in each group ( hit, smashed, control group) . One week later all were asked a different wuestion “was there any broken glass? “ which there wasn’t to see false memory. Findings Experiment 1 The verb used influence the participants speed estimates Experiment 2 The phrasing of the initial speed question affected the speed estimate and introduced false memory Conclusion Memory isn’t a fixed record, wording of the questions can influence how the event is remembered

Question 35

Evaluation of the loftus and palmers research

Answer 35

✅lab exsperiment- highly controlled, establish cause and effect ✅ mundane realism - real life question to be asked ❌lab experiment- unnatural, lacks ecological validity ❌mundane realism- don’t normally see a full car crash let alone 7 vids

Question 36

What is post event discussion

Answer 36

Where other witnesses discuss what happened at the event following the incident

Question 37

How dose post event discussion effect eye witness testimony

Answer 37

Memory contamination- your memory’s distorted by others memory’s

Question 38

What is the post event discussion research?

Answer 38

Gabberts research

Question 39

What is gabberts research

Answer 39

Aim- see if individuals would pick up details from an incident from other witnesses that they hadn’t see themself Procedure - matched pairs of a younger and older person Shown a video of a staged crime but each pair from different perspectives Divided into: experimental ( discuss) and control condition (don’t discuss) Findings- post event discussion has a significant effect on eyewitness testimony Conclusion - post event discussion significantly increased the likelihood of memory distortion

Question 40

Evaluation of gabberts research

Answer 40

✅lab exsperiment - establish cause and effect ✅good population validity - older and younger generation ❌lacks ecological validity ❌lab experiment , artificial