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17 Cards in this Set
- Front
- Back
- 3rd side (hint)
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MULTI STORE MODEL OF MEMORY |
Atkinson and Shiffrin
•sensory memory, STM, LTM •emphasises that STM and LTM are two different stores •suggests there is a vital process of rehearsal (repeating material to be remembered) - acts as a buffer, keeps information looping round so it can be passed on
1. External stimulus enters sensory memory - give attention or leave to decay 2. Attention: stimulus passes on to STM encoded acoustically 3. Memory traces are fragile in STM so information decays or displaces after 18s 4. Rehearsed: Passed onto LTM, encoded semantically - remembered up to a lifetime or may experience decay, retrieval failure or interference |
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Evaluation of MSM |
...2 |
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Working Model of Memory |
System allowing different types of information to be held at the same time.
Central executive: •overall control •limited capacity •performs few tasks at a time •deals with cognitive demands •supported by 2 systems
Phonological loop: •temporarily stores speech based info •linked to articulatory loop •maintains info by repetition •characterised as the inner voice
Visuo spatial sketchpad: •temporarily holds visual and spatial info •has a visual cache •characterised as inner store
Primary acoustic store: •very little known •stores information in acoustic code •auditory information directly from ears
Together these components work together to form the Working Model of Memory. |
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Evaluation of WMM |
• influential - psychologists use the term working memory rather than STM
• more plausible than MSM - explains STM as a temporary storage
• support from clinical studies: KF suffered from brain damage but could still transfer information to LTM and recall it. Only part of STM is damaged
•Baddeley et al showed that the phonological loop is not operative in children with dyslexia, used as a recruitment tool for US AIR FORCE
- lacks evidence for central executive and LTM: Cowan said WMM should encompass LTM in terms of working memory.
- Berz criticised as people are able to listen to music and still perform other tasks
- doesn't justify complexity and ability of memory |
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Effects of Age on EWT: Poole and Lindsay |
Children more susceptible to post information and suggestion • Poole and Lindsay 3-8 engaged in science demo Parents read story - some novel and some science information Questioned about science demo Found that they remembered the new information Asked to think where they got the information from Older children gave an account of the science demo - younger children couldn't do this
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Effects of Age on EWT: Yarmey |
Children are more confident in recall •Yarmey Young woman stopped 651 participants on the street and talked for 15 seconds 2 minutes later, they were stopped again and asked to recall her characteristics All age groups performed similarly but the younger age groups were more confident in recall |
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Effects of Age on EWT Own Age Bias |
• Anastasi and Rhodes 3 age groups Shown 24 photos of people of a mixture of ages 48 photos shown - 24 same as earlier Had to identify the 24 photos from earlier Younger and Middle Aged groups performed similarly But all groups were better at recognising people in their own age group |
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Effects of Age on EWT Parker and Carranza |
•More errors in identification Parker and Carranza Compared ability of primary school children and college students to identify a person from a mock crime Photo identification task Children had a higher rate of choosing someone than college witnesses Made more error than college students |
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Anxiety and EWT Loftus and Burns |
Violent video of crime Boy shot in the face Non-violent video of crime
Participants shown violent video of crime had significantly impaired recall of events leading up to crime
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Anxiety and EWT LOFTUS |
Participants asked to sit outside lab Control group heard a discussion on equipment failure and a man came out holding a greasy pen Other group heard argument, overturned furniture and a man came out holding a bloody knife Given 50 photos to identify man
Those who witnessed a more peaceful scene (control) were more accurate
Anxiety elicited the weapon, taking attention away from the man |
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Anxiety and EWT CHRISTIANSON AND HUBINETTE |
110 witnesses questioned about 22 real bank robberies
Victims were more accurate in recall They could recall the robber's clothes, behaviour This was still evident after 15 months |
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Anxiety and EWT YUILLE AND CUTSHALL |
13 witnesses interviewed about real life shooting Store owner was wounded and thief was shot
Accurate accounts were given several months later Witnesses closer to the event gave more detail Misleading questions asked had no effect
People are good at recalling stressful events - especially witnesses - IF THEY OCCUR IN REAL LIFE and NOT IN ARTIFICIAL SURROUNDINGS |
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Misleading Information and EWT LOFTUS' BARN STUDY |
Film of events shown leading up to a car crash Control group asked consistent questions Experimental group were asked a misleading question "HOW FAST WAS THE WHITE SPORTS CAR GOING WHEN IT PASSED THE BARN?" There was no barn
17% of experimental group made this error 3% of control group made this error
Participants absorbed misleading information into original memory |
Barn |
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Misleading Information and EWT LOFTUS AND PALMER |
45 participants shown film of car accident Asked series of questions of events leading up to car accident Main question was: "How fast were the cars going when they hit each other?" Other groups were asked the same question but the verb hit was replaced with smashed, bumped and collided
Smashed produced the highest estimate of 40.8mph |
HIT / BUMPED / SMASHED ETC |
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Misleading Information and EWT LOFTUS AND ZANNI |
Investigated whether minor differences in wording influences recall
Shown brief clip of accident Asked if they had seen "a broken headlight" or "the broken headlight" There was no broken headlight
17% saw the broken headlight 7% saw a broken headlight |
A or The |
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Method of Loci |
Imagine a set of familiar places Imagine walking through it Convert each item you want to remember and mentally place it in a location Location acts as a retrieval clues
+Lawrence found that participants could recall 95% of a 40 word list
- not good for remember complex information therefore lacks ecological validity |
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Peg word method |
Pegs act as retrieval clues Learn set of objects and rhyme with number Eg. 1 is gun, 2 is shoe, 3 is tree Convert item to image and imagine it interacting with peg word
+Morris found that two times more words recalled +useful to remember lists
- limited use to real life therefore lacks ecological validity - only certain words can be used |
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