Memory - paper 1 Flashcards

Question

evaluations of bahrick ltm duration | coding , capcity , duration

Answer 1

* **postives** * sample size - extremely large * lab study - high internal validity * mundane realism - real life memories , high ecological validity * **negatives** * particapt variables - some may look at the yr book more often than others * sample size is all american so biased sample

Answer 2

* links the short term and long term memory via attention , rehersal and retrieval

Answer 3

1. sensory input 2. sensory register 3. attention - infomation not attented to is lost 4. stm - maintaince rehersal , response 5. prolonged rehersal - retrival 6. ltm

Answer 4

* made up of individual stores for each 5 senses * two main stores - iconic (visual) and echonic (auditory) * DURATION - less than half a second * CAPACITY - huge , takes in all infomation , once we are aware its in stm as we have paid attention

Answer 5

* holds infomation we are aware and thinking of * CAPCITY - approx 7 items * DURATION - 18s without rehersal * if we prolong rehersal it will pass to ltm

Answer 6

* continual storage of info * outside of our awarness * for recall - has to be transferred back to stm (retrieval process) * according to the model this is true for all memories, none are recalled directly from ltm

Answer 7

* shows the ltm and stm are encoded differently - suggests they are different

Answer 8

* stuied from ages 27 to 82 * suffered from epilespy and got his hippocampus blaterally removed * could remeber his childhood mems but couldnt form new long term memories * performerd well on stm span test * couldnt remeber what he had for breakfst tho

Answer 9

* world class muscian suffered viral infection * poor stm (7secs ) * cant recall a question asked to him * still plays piano perfetcly * he cant reherse so cant go to ltm * shows there are seperate stores

Answer 10

* **procedure** - presented with a list of words * g1 - recall immediantly * g2 - 30s delay , counting back in 3s * both free recalled * **findings** - g1- had best recall * both groups remebered start of the list , stored in ltm - **primacy** recall * g1 also remebered end of list - **recency** effect * interferenc task prevents maintaince rehersal so g2 doesnt show recency effect

Answer 11

* **case study** **kf** - motor bike accident affected memory * poor stm for digits read outload to him * good stm for digits he read himself * suggests seperate stores within stm * **craik and watkins** * 2 types of rehersal , maintaince rehersal , elaborative rehersal

Answer 12

* **mundane realism** * validity of task not everyday * **ecological validity** * validity of environment , not in that environment everyday

Answer 13

* said that MSM view of ltm was to simplistic and inflexible * 3 types * episodic * semantic * procedural

Answer 14

* shared knowledge of the world * they are not time stamped - dont remeber where we first heard of * less personal , all about facts * less unrealable to disortion and forgetting * concious learning and recall

Answer 15

* actions or skill * can recall unconsiously * becomes automatic with practice * hard to explain to somebody * concoiusly learned

Answer 16

* recall epiosdes of our life * "personal diary" * complex memories * time stamped memories - when they happened * store on how memories link toegether * include several elements in on memory * concious effort to recall * unconcoius learnt

Answer 17

* PET scan * did episodic and semantic test (quizes) * both recalled in prefrontal cortex * divided into two hemispheres * left - semantic * right - episodic

Answer 18

* **neuroimaging - tulving study** * scientific facts * brain scans * extremely credible - cant disprove * **case studies** * hm and clive wearing * hm - hypocampus removed * cw - accident * some destroyed some stayed - if ltm was on all memory would be gone * **real world aplication** * finding more cures * can find what damadged * stroke on the left - on the right brain * target specfic areas

Answer 19

* **case studies** * lack of generalisation - unique circumstances * ethical concideration * no informed consent or aynomity * **2 or 3 types of ltm** * declarative vs no declarative * concious recall vs unconscous recall * seperate procedural from episodic and semantic

Answer 20

* created in 1974 by Baddley and Hitch * suggests both stm and ltm are single unitary stores - critism of msm * tulving did ltm * wmm does stm

Answer 21

* FUNCTION - coordinates the activites of the three sub systems , which allocates processing resources * attentional process that monitors incoming data and allocates tasks * CAPACITY - very limited capcity * ENCODING - modality free

Answer 22

* FUNCTION - process infomations in terms of sound , perserves info in order it arrives * two stores * PHONOLOGICAL STORE - stores words you hear - duration- 21 secs * ARTICULATORY STORE - allows maintance rehersal - allows to stay in working model - cap - 2 secs of what we can say

Answer 23

* FUNCTION - process visual and spatial info * visual cache - stores visual data * inner scribe - records the arrangements of objects in visual feild * CAPACITY - 3-4 objects , limited capcity

Answer 24

* tempory store for infomation , intergrating the other types and maintaing a sense * "storage for centural executive" * CAPACITY - limited 4 chunks * ENCODING - modality free

Answer 25

* **patient kf** * motor bike accident * stm - poor recall when read aloud , good when read himself * shows phonological loop is damdged and if it was one store he wouldnt be able to do anything * **dual task performance** * shows existance of viso-spatial sketchpad * two tasks that would use pad - imaging an F and follwoing lazer * works when does seprartly but toegther you cant do it * increases validity * **word length effect** * shows phonological existance * remeber short words better than longer * cant count backwards and try to remeber words * cant do two things at once

Answer 26

* **problems with clincial evidence**- * case studies * small unique samples , kf motor bike * cant generalise * **artifical tasks and materials** * lacks mundance realism * baddley used rmebere words and count backwards * may not have same effetc in real life situation * reduces application * **lack of clarity over central excutive** * baddley admitted " most important but least understood" * model not fully explained * episodic buffer not added 2000 * orginal model was incomplete and it was only changed bc critized

Answer 27

* **spontanous decay** - memory trace disappears if not reherased * **displacement** - stm has limited capacity and new info pushes out current info

Answer 28

* **interference** - 2 peices of info conflict with eachother , resulting in forgetting one or both , or in distotion of the memeory

Answer 29

* **proactive interference** - previously learnt info interfers with new infomation you are trying to store * EXAMPLE - you have trouble remembering the new names of your class but can remeber the old ones * **retroactive interference** - a new memory interfers with olders ones * EXAMPLE - cant remember old class names bc you have learnt the names of the new ones

Answer 30

* **aim** - to find out if new learning interfers with previous learning * **procedure** - group a - asked to learn a list of word pairs - cat-tree , and learn a secound list but secound word different - cat-glass * group b - only learn first list of word pairs * both asked to recall first words pairs * **result** - group b more accurate * **conclusion** - suggest that learning items in the sound list interference with partcicapts ability to recall the list - retroactive interference

Answer 31

* studied retroactive interference by changing similarity two sets of list * learned list of 10 words to 100% accuracy then learned another list depending on the group , synonyms , antonyms , unrealted , nonsense syllables , 3 digit number , no new list * **finding** - the closer in similarity the secound list was the worst the recall of the orginal list

Answer 32

* asked rugby players to recall the names of teams they recently played * lots had missed games so their last games could have been 2 weeks ago or 2 months ago * **findings** - recall for the last game was equally good wether that game was played some time ago or last week * incorrect recall was not due to decay but related to the number of intervening games * interference is a reaosn we forget in every day life

Answer 33

* **lab study** * artifical environment * not every day tasks * makes interference look stronger than it is * may not have motivation to rmeeber the words * all extranous variables are controlled * times were to close tgether , makes inference more likely due to materials situations and timings

Answer 34

* ceraso showed that if tested again after 24hrs there is significant recovery in recall , so the effect of interference might be temporay

Answer 35

* ,1. cues which are linked meaningfully to info to be remembered * ,2. cues which are not linked meaninfully to the info to be remembered * proproses that we learn info we also encode the content (EXTERNAL CUES) in which we learn the info and the mental state (INTERNAL CUES) * Acts as cues to recall

Answer 36

* tulving reviewed research into retrieval failure * esp - if a cue is to help us , then it has to be present at encoding and at retrival * if cues available at encoding and recalling are different , there will be some forgetting

Answer 37

* 18 divers asked to learn list of 36 unrealted words * 4 conditions , * learn water , recall land , water water , land water , land land * performed better when in the same location * context acted as a cue to recall , particpants recalled more words when they learned in the same environment

Answer 38

* **postives** * controlled expirements - replicable * **negative** * limited mundane realism * groups had to change environment - influence recall * context must be extremely different for expirement to work

Answer 39

* **aim** - investigate the effect of internal state on recall * **procedure** - 100 undergrad students (200 in total) given antihistamine and other half given placebo * 15mins later subjects were given 2 mins to study a list of 20 words * returned next day and given he drug again - tested on their recall * learn on drugs , recall on drugs , clean clean , clean drug , drug clean * **findings** - there is a mismatch between internal state when learning and recalling , performance was significalntly worse * **conc** - when cues are absent there is more forgetting

Answer 40

* **procedure** - 48 male medical students day 1 training sesion day 2 testing * sober both days , sober then drunk , drunk both days , drunk then sober * perform 4 tests , avoidance , verbal rote learning , word assosication , picture recognition * **finding** - more errors made as day two by SA AS , everyone performeed the same on picture recognition , ss performed best * **conc** - supports the state dependant memeory theory as the performaance was best in the partcipants who were sober or intoxicated on both days

Answer 41

* demand characteristics - * ecological validity - * control of variables + * reliable + * ethics -

Answer 42

* **high validity** - lots of supporting evidence * **real life applications** - used a strategory to improve recall in eye witness testimony are asked to recall context

Answer 43

* **difficult to disprove** - if recall does not occur because the info is not stored or not providiing the right cue ? * **cannot test esp** - succesful recall - assume cue encoded at time of learning * unsucesful recall - assume cue was not encoded - no way to know

Answer 44

* the account witnesses tell the police/court about incdent/crime they have seen so it is more accurate to refer to eyewitness memory rather tan eye witness testimony when we study how accurate recall is

Answer 45

1. the witness **encodes** into ltm details of the event and the person involved 2. the witness **retains** the infomation for a period of time 3. the witness **retrieves** the memory from storage to give their testimony

Answer 46

* incorrect infomation given to the eyewitness (usally after the event

Answer 47

1. leading questions 2. post event discussion between co witness and/or other people

Answer 48

* a question phrased in sich a way as to suggest a certain awnser

Answer 49

* **response bias** - wording of the question has no eduring effect on an eyewitness memory of an event, but influences the awnser given * **substitution bias** - wording of the question does affect eyewitness memory; it interfers with its orginal memory , distorting its accuracy

Answer 50

* **aim** - to investigate the effect of leading questions on a particapnts recall of an event * **procedure** - 45 partcapnts shown car accident and they changed their language in their questions to mkae them leading , asked speed of how fast the cars were going * hit , smashed , collided , made contact , bumped * **findings**- made contact - 31.8mph , smashed-40.8mph * **conc** - leading questions can influence the memory of events and can lead to some inacurcies in memory - response bias

Answer 51

* new people were shown car accident * they were asked with the words smashed or hit how fast the cars were going * week later they were asked had they seen broken glass * **findings** - 'smashed' -32% reported broken glass , 'hit' - 14% reported broken glass - subsition bias

Answer 52

* **lab studies** * demand characteristics * controlled varibales * **lacks mundane realism** * watcing a video they may pay more attentition than seeing it in real life * forster showed that watching a real life robbery was more accurate * **good aplication** * develop police questioning and cognitive interview * postive for the econmy , fewer criminal fees and less money on prosecuting with bad evidence

Answer 53

witness to an event discusses what they have expirenced

Answer 54

eye witness report becomes disorte and combined with other eye witness acounts (memory is altered)

Answer 55

go alon with what the other witness says for social approval or because they think the other person is correct (memory remains the same )

Answer 56

* **procedure** - paired particapnts with a conferderate , shown video of staged robbery and interviewed together, altered who awsnered question first * **findings** - particapnt first - 58% correct , confederate first but correct - 67% , confederate first but wrong - 42% * **conc** - can at as a cue recall , when confed is right it increased and when wrong they increase they amount of errors * + high control * - lacks mundance realism

Answer 57

* **procedure** - paired partciapants watched a video of the same crime but different perspectives , discussed what they had seen and then recalled test - no conformity bc recall was seperate * **findings** - 71% of partciapants mistakenly recalled aspects of the event that they did not see in the video but had picked up in post event discussion - in a control group there was no discussion and no errors * contruction of interview questions - were the questions leading * warn witness of the effect of ped in adnvance - ignore what people have told you * bodner found that recall was more accurate when witness were told to ignore hearsay

Answer 58

* can affect the accuracy and details of ewt * yerkes-dodson law * inverted u theory - as arousal increases performance increased , optimal level , until they go over when performance decreases * witnessing violent crimes reaises witnesses' arousal levels past optimum , leading to poor memeory

Answer 59

* only focuses on physiological aspects f anxiety - physcial changed on the body (increase hr) * ignores cognitive elements - we can think clearly about the evnt but our body is reacting * anxiety may have different effect on ewt than what this theory suggests

Answer 60

* negative effect - weapon focuss * postive effect - shooting study

Answer 61

* **procedure** - led ppts to belive they were taking place in a lab study , sat in waiting room and overheard argument * 2 condtions - low anxiety - man leaves with grease on hands carrying a pen * high anxiety - arguement accompianed by sounds of breaking glass , man leaves carrying a knife covvered in blood * then have to pick the man from 50 photos * **findings** - low anxiety - 49% , high anxiety - 33% * **conc** - tunnel theory , a witness attention narrors to focus on the weapen because its a source of anxiety * + lab study - high control , interal validity , reliable * - ethics - deception , informed consent , particapnt harm * - validity - bad ecological validity - but they worked round that , demand characteristics (man in grease?) , could have been testing suprise not anxiety

Answer 62

* **method**- 230 psychology undergrad students - wtach 2 min video consisting of a scene in hairdressers , man walks up to receptionist and she hands him money * condtions , nothing (control) , scissors (high threat low unusalness) , gun (high threat high unusalness) , wallet (low threat low unusalness) , raw chicket (low threat high unusalsness) * take questionare * had to pick man from line up - mean recall * scissors - 8.14 , gun - 7.83 , wallet = 8.53 , raw chicken - 7.21 , nothing - 9.02 * **conc** - the effect on ewt could be suprise not anxiety , weapon focus studies tell us nothing about anxiety

Answer 63

* **procedure** - real life shooting in canada , 21 witness , 13 agreed to take part * interviewed 4-5months after event and compared them to oiganl poilce interview * also asked particapants to do self report on stress levels at the time and emotions since * **findings** - little change in accuracy over 5 months , higestest level of stress were most accuarte - 88% , 75% less stressed * **conc** - anxiety can make it more accurate * -self report - to subjective , not reliable * - is it about ewt or is it about memory over time * - small sample * + good ethics * + good ecological validty

Answer 64

* lots of direct , quicks and close questions * questions order didnt match witness mental representation * witness was frequentily interrupted and couldnt talk freedly * fisher and geiselman 1985 created the cognitve interview

Answer 65

1. enhanced cognitve interview (1987) 2. modified cognitve interview (children)

Answer 66

* **report everything** - report every detail even if they seem irrelevant or trivial , removes issues of subjective value place on infomation * **context reinstatment** - recall the scene weather what they were thinking or feeling , this is related to contect dependant forgetting * **recall in reverse order** - verifys accruarcy * **recall from a changed perspective** - prevents the effect of schemas on recall

Answer 67

key ideas 1. reducing anxiety 2. minimise distractions 3. speak slowly 4. ask open ended questions

Answer 68

1. the interviewer tries to make the witness relaxed 2. recreate the context of the orgical context 3. the witness reports every detail as clearly as they can about the crime 4. the witness recalls events in different orders 5. the witness is asked to recall the event in various different percpetives

Answer 69

* **evidence it works** * krohner used meta anyalsis , enhanced cognitve interview showed more correct infomation was realised than the old one * **impact on society** - more cimrinals caughts , mostly correct

Answer 70

* **porblems evaluatiing the effectivesness** - every interview is different and cant compare * **expensive and time consuming** - police have to be trained

Memory - paper 1 Flashcards

(95 cards)