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55 Cards in this Set
- Front
- Back
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descibe STM
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-often lasts up to 20seconds but can last up to 96secs.
-encoded acoustically -very small capacity |
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describe peterson and petersons experiment 1959
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-24 students
-nonsense trigram -told to count backwards in 3s or 4s -when stopped had to recall the syllable -counting backwards stopped rehearsal -remembered 90% when 3 second interval -remembered 2% when 18 second interval |
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describe LTM
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-can last a lifetime
-encoded semantically -duration never been able to be fully tested -unlimited capacity |
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describe the study done by bahrich et al
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-used a sample of students
-covered names of people in a year book and had them add names to faces -repeated same activity 48yrs later with same people -70% still accurate |
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weaknesses of STM experiments
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-lacking validity
-not measuring all types of STM only 1 type like numbers where in everyday life we face other things as well. for example faces, names, roads etc |
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what makes us pay attention?
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-validation
-sleepiness -interest |
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capacity
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amount that can be held
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describe millers experiment
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-"magic number 7 + or - 2"
-span of immediate memory was 7. -said that we remember things by chunking them -can remember 7 notes digits etc |
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describe cowans experiment
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-STM likely to be limited to 4 chunks
-STM may not be as extensive as first thought |
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describe baddely et als study
1966 a and b |
-tested effects of LTM recall with semantically and accoustically similar words.
-difficult to remember accoustically similar words -easy to remember semantically similar words |
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accoustic encoding
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represented as sound
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semantic encoding
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represented as meaning
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accoustically similar
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sound the same
cat and hat |
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accoustically different
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sound different
cow and animal |
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semantically similar
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mean the same thing
dog and canine |
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semantically different
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mean differnt things
dog and human |
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MSM
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mutli store model (of memory)
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describe msm
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-environmental stimuli
-sensory memory -attention -leads to STM -maintenance rehearsal results in staying in STM -elaborate rehearsal -leads to LTM -constsantly recieving information from the environmental senses -if we pay attention to this it gets taken to the STM, where it will stay for a little while if being rehearsed. if practised with elaborate rehearsal will be taken to LTM. memories often displace in STM |
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strenghts of MSM
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+glanzer and cunitz (primacy and regency)
-read a list of p words -asked participants to recall words heard -begginning and end rememberd -primacy effect: words first head as had been rehearsed so came from LTM -regency effect:words recently heard so came from STM +baddely et al(supports STM and LTM) -easy to remember semantically similar words in LTM -hard to remember accoustically similar words in LTM which shows there are 2 different stores. +sperling (suports sensory store) -shew participants a grid of letters and numbers. -when asked for grid = 42% accuracy -whan asked for row = 75% more accurate -info decays within 2 secs or less. -tests sensory memory |
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weaknesses of MSM
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+KF- shallice and warringgton (against STM)
-KF had brain damage. -difficulty with verbal info in STM but NOT visual. -STM not a single store. +schacter (against LTM) -LTM not a single store -semantic: knowledge -episodic:events -procedural:riding a bike -perceptual:representation system. +logie (against LTM and STM) -STM relies on LTM so cant come first in the model |
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baddeley and hitch 1974
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WMM
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describe and state the different components of the WMM
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+central executive
-like a watch tower -decides what info to pay attention to and where to send that information. -limited capacity +phonological loop -has 2 parts, the articulatory system and the phonological store. -phonological store:words you hear -articulatory process:words heard or seen that then silently repeated -written words are converted to spoken words in A.S -spoken info helod for max of 2 secs +visual spatial sketch pad -made of 2 things as well, inner scribe and visual cache -inner scribe:dealos with relations between things -visual cache:deals with passive visual store -when you see things in your head this is what you are using in your brain +episodic buffer -added in 2000 -limited capacity -realised there was nowhere that held info both relating to visual and accoustic info. +LTM -memories come from here and go to central executive |
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evidence for WMM
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+K.F- shallice and warrington
-better visual recall than articulary recall +baddelely et al 1975 b -had to track a light across a room whilst doing one of two tasks -task 1:describe the angles of the letter F -visuo spatial -task 2:repaet the word THE -articulatory -easier when doing articulatory task beacuse already doing visual task. -shows there are 2 different copmponents. -evidence for visual spatial sketchpad and phonolgical loop being seperate stores +bunge et al (central executive) -FMRI scan for single and dual tasks -both parts lit up but much more stronger for dual tasks - |
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weaknesses of the WMM
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-the capacity of the central executive has never been fully tested and is often used to explain things when things dont go to plan. therefore cant be reliable.
-the function of the central executive is the most important part of the model but least is known about it. its very vague and can be used to explain anything. -the WMM only concerns itself with STM and so is not a true model of memory. it should look at all aspects of memory |
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what is an EWT (eye witness testimony)
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evidence supplied by people who have witnessed a specific crime/scene
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reliability
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if all were asked/done the same thing would the results be identical?
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validity
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are you measuring what is intended to be measured?
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leading questions
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questions that suggest an answer by the way the question is worded.
-what colour T-shirts were they all wearing? when in fact they may have been wearing jumpers or nothing |
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describe the experiment done by loftus and palmer
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-45 university participants
-9 independent groups -shown a car crashing on a slide show -asked a question: each group a different question -asked how fast they thought the car was travelling when the car +contacted +hit +bumped +collided +smashed into the wall. -they all said a different speed depending on their word +contacted=32mph +hit=34mph +bumped=37mph +collided=39mph +smashed=41mph the car was actually travelling at the same speed. -4 weeks later students were asked back again. -asked if they saw any broken glass? -32% in the smash group said yes -14% in the hit group said yes -there was NO glass. |
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describe the conclusions of the loftus and palmer experiment
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-leading questions do have an effect on EWT.
-information provided after an event has happened can change witnesses memories -language effects EWT |
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what are the weaknesses of the loftus and palmer experiment?
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-not real life so no emotions are attached-lacking validity
-sample size not generalisable of the whole population: only done on uni students. lacking validity -a lab experiment so not feeling comfortable in environment. may feel under pressure -demand characterisitics: may look for clues on how to behave and/or what is expected of them |
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describe yullie and cutshalls experiment
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-interviewed 13 people who had witnessed real life armed robberies
-when included misleading questions they were still accurate, matching the original report. |
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what may affect accuracy?
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-age
-time from the event/crime -real life or not? -level of anxiety -misleading questions |
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who done the gorilla test?
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clifasef et al
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describe the gorilla test, what it was showing and who it was done by.
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-clifasef et al
-to show intoxication affects awareness, relating to EWT. -shown a video of a basketbal team playing a game. -a gorilla walked on (costume) and started to plat then left -46% did NOT see gorilla when stone sober -when intoxicated 82% didnt see the gorilla -the more intoxicated the less attention is allocated |
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anxiety
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emotional state when its feared that something bad is/will happen
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describe the weapon focus effect by loftus et al
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-participants next to a room
-heated argument inside with screaming -group 1: man comes out of room with a pen. 49% accurate EWT -group 2: man comes out of room with a bloody knife. 33% accurate EWT -shows the less anxiety the more accurate |
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briefly state what memon et al found and did
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-interviewed 16-33 year olds
-delayed the same thing 35 mins=no difference -delayed it 1 week=older people not so accurate -shows age has an effect on EWT. |
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who done the experiment on own age bias?
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anastasi and rhodes
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describe the experiment done by anastasi and rhodes
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-took selection of people from different age groups
-shown pictures of different people of different age and gender and were asked to rate the attraqctiveness of people -all picked people similar to their own age group -also asked to remember faces and they all remembered faces similar to their own age group -show age can bias EWT results |
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what is a cognitive interview?
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-a police interview with spacial conditions
-designed to access all information possible |
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describe the 4 conditions of a CI
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+report everything
-everything iis encouraged to be told even if not relevant to question or event +mental reinstatement -encouraged to mentally create the environment and the scene with the people in from the night of the incident +changing the order -told to tell things that happened in a different ordr to what they happened in +changing the perspective -interviewee asked to tell the incident as though a camera or a differnt person than to themselves, hoping this wont attach any emotions so better recall. |
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what did kohnken et al do?
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-used volunteer witnesses
-53 studies -found a 34% increase when used CI than a standard police interview. |
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describe what milne and bull done
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-examined the effectiveness of 4 components
-all the different groups were similar but when put together the recall was higher. |
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what year and who by was the CI devolped?
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1992 by fisher geisleman
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what are the criticisms of the CI?
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-takes very long time
-a lot of training by the interviewer -a lot of skill required -a lot of money involved when teaching and training the people to do it -get loaded with a lot of information and not all of it is relevant so time is needed to sift through it. |
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whats the difference between PIs and CIs?
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+police interviews
-snappy -sharp -dont want irrelevant info -cut you off when talking -make assumptions -aggressive +cognitive interview -witness to relax -take as long as needed -listen to all points -asked to change order of things and the perspective |
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who decided to use the CI in brazil?
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stein and memon
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describe stein and memons experiment
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-normal PI in brazil is torture
-used claening staff at a uni (women) -shown video of abduction and were given a CI -increased amount of correct info -shows could be used in developing countries to an advantage |
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describe the method of loci
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-chose a memorable place or journey
-mentally place things needed to be remembered around that place throughout the journey. for example a trip around your house, and seeing different people in different places like on the stairs in the hallway, on a chair in the kitchen etc |
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describe what verbal mnemonics are
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+acronyms
-initials of the words like RAF +acrostics -a poem or sentence to be remembered. eg the planet 1: My Very Easy Method Just Speeds Up Naming Planets. +rhymes -forming rhymes so they stick in your head and become memorable |
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describe visual mnemonics
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+method of loci
-picturing a journey with people/objects int that journey/place +key-word method -associating 2 pieces of info together into an image -for example a cat and a dog: a dogs head witha cats body +spider diagrams +mind maps |
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describe the role of organisation
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-if good order then easy to link things together
-helps make associations and connections between info. -bower said that if organisation is used than 2-3 times more likely to remember things. |
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what is the role of elaboration?
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-elaborating on info makes it more meaningful and easier to understand
-maintenace rehearsal is also important but elaborate is more so -elaborate=UNDERSTANDING THE MEANING |
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what is the dual coding hypothesis?
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pictures and words are processed seperatley so when info is coded into words and pictures it will be more likely to remember (paivo)
-when 2 words are linked with images it will be almnost twice as likely to be remembered. -links to the WMM with the visuo spatial sketchpad and the phonlogical loop. |
