Memory

Front 1

How do short term and long term differ?

Back 1

• Short term has a limited capacity of 7 +/- 2 and limited duration and encodes acoustically
• long term has an unlimited capacity, unlimited duration and encodes semantically

Front 2

Peterson and Peterson investigated the duration of STM. What was their method?

Back 2

• Ppts shown nonsense trigams and asked to recall them after 3,6,9,12,15 or 18 seconds.

• ppts given an interference task of counting back in threes from a given number during pause

* this prevented rehearsal*

Front 3

Peterson and Peterson investigated the duration of STM. What were the results?

Back 3

• After 3 seconds ppts recalled 80% of trigams accurately

• after 18 seconds ppts recalled 10% accurately

* when rehearsal is prevented very little can stay in STM for longer than 18 seconds *
• o

Front 4

Peterson and Peterson investigated the duration of STM. What is the evaluation of the study?

Back 4

• lab experiment so variables are controlled
• yet artificial trigams so lacks ecological validity
• only one type of stimulus used -> duration depends on the type of stimulus
• ppts saw many trigrams so could have lead to confusion
- first trigram was the only realistic trail

Front 5

Bahrick investigated long term memory. What was the method for this?

Back 5

• 392 ppts asked to recall all the names of their ex classmates (free recall test)
• then asked to pair a name to a photo ( photo recognition test)
• or a photo to a name ( name recognition test)

Front 6

Bahrick investigated long term memory. What were the results?

Back 6

• after 15 years, 90% were accurate with names and faces
- 60 % with free recall

• after 30 years, free recall was 30% accurate

• after 48 years, name recognition was 80% accurate
- photo recognition was 40% accurate

* recognition is better than recall so there may be a huge store of information but it's not easy to access all of it *

Front 7

Bahrick investigated long term memory. What is the evaluation?

Back 7

• Field experiment so high ecological validity
• however it's hard to control variables so results might not be reliable
• better recall cause it was meaningful information?
• results can't be generalised as the ppts might have rehearsed this info

Front 8

Jacobs studied the capacity of STM. What was the method?

Back 8

• Ppts were presented with a string of letters or digits
• they had to repeat them back in the same order
• number of digits/ numbers increased until ppts failed recall correctly

Front 9

Jacobs studied the capacity of STM. What was the results?

Back 9

• Ppts recalled 9 digits and 7 letters
• capacity increased with age during childhood

* STM has a limited storage capacity*

Front 10

Jacobs studied the capacity of STM. What was the evaluation?

Back 10

•artificial and lacks ecological validity
• previous sequences could have confused them

Front 11

What did miller propose?

Back 11

• STM can only have capacity for seven, plus or minus two
• we use chunking to combine individual letters or numbers into larger more meaningful units

Front 12

Baddeley investigated encoding in STM and LTM. What was the method?

Back 12

• Ppts given 4 sets of words
• they either...
- acoustically similar
- acoustically dissimilar
- semantically similar
- semantically dissimilar

• experiment used an independent groups design
- ppts either asked to recall immediately or after 20 mins

Front 13

Baddeley investigated encoding in STM and LTM. What were the results?

Back 13

• ppts had problems recalling acoustically similar words immediately
• ppts has probelams recalling semantically similar words after an interval

* patterns of confusion show how the LTM relies on semantic encoding, and STM on acoustic encoding *

Front 14

Baddeley investigated encoding in STM and LTM. What is the evaluation?

Back 14

• lacks ecological validity
• however there are other LTM for example episodic memory, procedural memory
• moreover it doesn't take into account different methods of encoding e,g visual 🌞
• independent groups design meant there wasn't any control over ppt variables

Front 15

Atkinson and Shiffrin proposed the multi-store model. Outline the model?

Back 15

• sensory store - information inputed (visual or auditory)
*attention transfers information to Short term store*
• short term memory has a limited capacity and duration
*rehearsal passes information from short term store to long term store*

Front 16

Give me 3 studies that support the multi-store model 🌺

Back 16

1) primacy effect
- can remember first items because they have been rehearsed

2) Recency effect
- can remember last items because they are still in short term store

3) individual with korsakoffs syndrome can recall last items (unaffected STM) yet LTM is poor
- suggesting how STM and LTM are in different stores

Front 17

Give me 2 limitations of the multi-store model 🌾

Back 17

1) in real life people don't always rehearse information however they are still transferred to LTM, like scents

2) model is too simplified
- assumes there is only one long term store and one short term store
- this has been proven wrong with brain damaged patients, suggesting several diff short term stores

Front 18

Baddedley and Hitch proposed the working memory model. Outline the model 🌝

Back 18

*Working memory model is of the STM and shows how it has different stores*

1) articulatory phonological loop
- holds speech based information
- contains phonological store (inner ear)
- contains articulatory process
(Inner voice)

2) visuo-spatial sketchpad
- deals with temporary storage of visual and spatial information

3) central executive has a limited capacity and controls the two systems

*rehearsal arrows at the top and bottom*

Front 19

What did Baddeley and Hitch base the working model model on?

Back 19

Interference tasks
- ppts that are asked to do 2 tasks that use the same system, performance is affected

Front 20

Who supports the working memory model? 🍄

Back 20

Shallice and Warrington with a case study of KF

• KF was a brain damaged patient who had an impaired STM
• couldn't immediately recall verbal information, but could with visual information
• suggesting he had an impaired articulatory phonological loop

Front 21

What is a negative of the working memory model? 🎸

Back 21

• Psychologists have criticised it saying that the central executive is simplistic and vague

Front 22

What is an eye witness testimony?

Back 22

Is the evidence provided by people who witnessed a particular event or crime.
It relies on recall from memory ppt

Front 23

Loftus and Palmer studied how leading questions affect EWT. What was the method of experiment 1?

Back 23

EXPERIMENT 1
-ppts shown a film of a car crash
- asked questions including 'how fast do you think the cars were going when they hit'
- 'hit' was substituted with 'smashed', 'contacted'

Front 24

Loftus and Palmer studied how leading questions affect EWT. What was the method of experiment 2?

Back 24

EXPERIMENT 2
- ppts split into 3 groups
- one group given verb 'smashed'
- another 'hit'
- and the third group was a control group (so no word 🙆)
• a week later ppts were asked 'did you see any broken glass?'

Front 25

Loftus and Palmer studied how leading questions affect EWT. What was the results of experiment 1?

Back 25

• Ppts given the word 'smashed' gave fastest speed
• ppts given the word 'contacted' gave lowest speed

Front 26

Loftus and Palmer studied how leading questions affect EWT. What was the results of experiment 2?

Back 26

No broken glass in film but ppts were more likely to say they had seen broken glass in the 'smashed' condition

Front 27

Loftus and Palmer studied how leading questions affect EWT. What was the evaluation?

Back 27

*research has implications for police interviews*

•artificial experiment, video was not as emotionally arousing as a real life event
• experimental design leads to demand characteristics, results were skewed

Front 28

Loftus and Zanni also looked into leading questions. How did the look into it?

Back 28

• showed car accident
• asked if they saw
'THE broken headlight' or 'A' broken headlight
• 7% said they saw in the 'a' condition
• 17% ask they saw in the 'the' condition

Front 29

Valentine and Coxon studied the effect of age on EWT. Outline the method 💚

Back 29

• 3 groups of ppts
Children,young adults, elderly

• watched a kidnapping video

• asked a series of leading and non leading questions about what they had seen

Front 30

Valentine and Coxon studied the effect of age on EWT. What were the results?

Back 30

• Both elderly and children gave more incorrect answers to non-leading questions
• children were misled more by leading questions than adults or the elderly

*age has an effect of accuracy of eyewitness testimony*

Front 31

Valentine and Coxon studied the effect of age on EWT. What was the evaluation? 🌸

Back 31

*implications in law when children or elderly ppl are asked*

• experiment was artificial and wasn't as emotionally arousing
- lacks external validity

•study could have seemed like an experiment into how well people remember things from TV

Front 32

Loftus' weapon focus study showed how anxiety affected EWT. What was the method?

Back 32

•independent groups design
• ppts head a discussion in a nearby room
- 2 CONDITIONS
1) man came out with pen and grease on hands
2) man came out carrying a knife covered in blood

• ppts asked to identify man from 50 photographs

Front 33

Loftus's weapon focus study showed how anxiety affected EWT. What were the results?

Back 33

• Ppts in condition 1 were 49% accurate
• ppts in condition 2 were 33% accurate

*when anxious witnesses focus on a weapon at the expense of other details*

Front 34

Loftus's weapon focus study showed how anxiety affected EWT. What was the evaluation?

Back 34

• high ecological validity
• ethical issues as ppts didn't know they were in the study
- could have been very stressed at the sight of a knife

Front 35

What happens in cognitive interviews?

Back 35

1) interviewed makes witness relaxed
2) witness recreates the context of crime scene
3) witness reports everything they can remember
4) witness asked to recall in different orders
5)witness asked to recall from various different perspectives
6) interviewer avoids any personal comments

Hint 35

PROD

Front 36

Geiselman supports the cognitive interview. Outline the method 🐙

Back 36

• stages situation, intruder carrying a 🐟blue🐟 rucksack entered classroom and STOLE - slide projector

• 2 days later, ppts were questioned about event

• independent groups design
- standard interview
- cognitive interview

• ppts asked 'was the guy in the 💚green💚 backpack nervous ?'

• later ppts asked what colour the mans rucksack was

Front 37

Geiselman supports the cognitive interview. What were the results? 🌞

Back 37

Ppts in cognitive interview less likely to recall the rucksack as green

Front 38

Geiselman supports the cognitive interview. What was the evaluation? 🌽

Back 38

•high ecological validity
• however independent groups design meant ppts variables

Front 39

Mnemonics are internal memory strategies

Back 39

These use things like visual imagery and associations to cue your recall

Front 40

Organising material makes it easier to remember. State 2 studies that support this 🍄

Back 40

1) JENKINS AND RUSSEL
- studied word lists
- words that were high associated were grouped together in recall even if separated in list

2) TULVING
- organising and chunking material into easily remember groups
- giraffes sock green goes into animal clothes and colours

Front 41

Method of Loci uses imagery. Explain how? 🌼

Back 41

• Want to learn a list of words or objects? then associated them with locations in a well known place (house)

• take a mental tour of house and visually place each object at a specific place

• when you get into exam all you need to do is mentally repeat the tour and remember which items were placed where

Front 42

The peg word technique uses imagery. Example how?

Back 42

• need a set of peg words already stored in memory
• peg words rhyme with numbers

So one bun, two shoe...

• each item on list is linked to a number so a banana could be inside a bun

• need to remember each org word and picture the item associated with it

Front 43

First letter mnemonic helps learning something's order...

Back 43

• use the first letter of each word to form a new sentence

Front 44

Mnemonic verses are little poems that helps you remember facts...

Back 44

Helps to remember by encoding it acoustically

Front 45

Suggest a case study that supports how narrative stories linking words together help improve memory✌️

Back 45

BOWER AND CLARK
- independent groups design
- given 12 lists x 10 words
- 1 condition ppt asked to come up with a story to link 10 words together
- 2 condition was a control group

• both recalled immediately well • but after session the story group recalled the 12 lists better

• controlled conditions
• however lacks ecological validity - learning words isn't something you do in real life

Front 46

What are the limitations of learning mnemonics? 🌾

Back 46

• good at learning a list but it is equally important to understand something whilst you are learning

• still go to be able to remember mnemonic - if you forget you've got noting to the stuff you were trying to remember