Aqa Psychology Unit 1 Memory

Front 1

Duration of STM

Back 1

20 seconds

Front 2

Duration of LTM

Back 2

2 hours to 100 years

Front 3

LTM Encoding

Back 3

Semantic (meaning)

Front 4

STM Encoding

Back 4

Acoustic or visual

Front 5

Capacity of LTM

Back 5

Unlimited

Front 6

Capacity of STM

Back 6

7 -/+ 2 chunks

Front 7

Duration LTM research (KEY STUDY)

Back 7

Shepard
612 pictures
shown an hour later = almost perfect recognition
4 months later = 50 % were recognised

Front 8

Duration STM research (KEY STUDY)

Back 8

Peterson and Peterson
24 uni students
3 letters and 3 numbers
participants count backwards until told to stop
90% remembrance when 3s interval
2% if interval is 18s

Front 9

Evaluation of duration of STM

Back 9

Nairne
same items recalled across trails
96sec duration
STM can last unless other material overwrites it

Front 10

Duration Definition

Back 10

A measure of how long a memory lasts before it is no longer available

Front 11

Capacity of STM (KEY STUDY)

Back 11

Miller
people can cope with counting 7 dots across the screen
same with words,letters or music notes
7 -/+ 2 chunks

Front 12

Capacity of STM (digit span technique)

Back 12

Jacobs
9.3 items
7.3 letters
easier to renumber digits as they are 9 of them, there are 26 letters

Front 13

STM capacity evaluation

Back 13

Vogel
looked at capacity in terms of visual info
4 items

Front 14

Encoding of STM and LTM

Back 14

Baddeley
gave participants a list of words
acoustically similar or dissimilar
semantically similar or dissimilar
4 list in total
STM: trouble remembering acoustically similar words
LTM: trouble remembering semantically similar

Front 15

Evaluation of encoding

Back 15

Brandimote
participants used visual encoding if if given a visual task and verbal rehearsal was prevented (said la la la during test)

Front 16

Capacity Definition

Back 16

Measure of how much can be held in a memory. Measured in terms of bits of information eg.numbers

Front 17

Encoding Definition

Back 17

The way information is changed so that it can be stored in memories.

Front 18

Multi-store Model

Back 18

Environmental stimuli
Sensory memory
Attention
STM
Maintenance rehearsal
LTM

Front 19

Evidence for sensory store

Back 19

Sperling
grid of letters shown for 50 milliseconds
asked to recall whole thing or one row
whole thing worse: 42% recalled
row: 75% recalled

Front 20

Evidence for distinction between STM and LTM

Back 20

Glanzer and Cunitz
list of 20 words
presented one at a time
asked to recall
remembered best start of the list because it transferred to their LTM as they were rehearsing them (primacy effect)
and remembered the last ones (recency effect) as thesoe are in the STM

Front 21

STM and LTM Separate Case Study

Back 21

Scoville and Milner
HM
Removed hippocampus to reduce epilepsy
after his personality was the same but he could not form any LT memories
hippocampus = memory gateway

Front 22

Strengths of MSM

Back 22

strong evidence of 3 separate stores
has both structure and processes
has predictions about memory so psychologists can conduct studies to test it

Front 23

Evaluation: STM and LTM are not unitary

Back 23

KF case study

suffered brain damage

difficulty in verbal information

no change in processing visual information

STM not a single store

Front 24

Evaluation: STM and LTM are not separate

Back 24

Logie

STM relies on LTM

eg to chunk AQABBCICT you need meanings from LTM

eg AQA is an exam board, BBC is a news network etc.

Front 25

Working Memory Model Components

Back 25

Central Executive
Episodic buffer

Visuo-spatial sketch pad

Phonological loop

Front 26

Central Executive

Back 26

Determines how resources are allocated to the three slave systems

Has a limited capacity so con't control many things at once

Front 27

Phonological Loop

Back 27

Deals with auditory information

and preserves order of information

It's like your inner ear

When we see or hear words

They are repeated in the phonological loop
like an inner voice

Front 28

Visuo-spatial sketchpad

Back 28

Used when you have to plan a spatial task like walking from one room to another

Visual and special info is temporary stored here

Visual = what we see

Spatial = relationship between things

Front 29

Episodic buffer

Back 29

Baddeley added it

General store that integrates information from other components

Its capacity is also limited

Front 30

Support of the WMM (Two tasks)

Back 30

Hitch and Baddeley

task one to occupy the central (true or false statement)

task 2: articulatory loop - say the the the repeatedly

OR

say random digits (central executive and loop)
Task 1 was slower when second condition was used

Front 31

Evidence for central executive

Back 31

Bunge

fMRI

to see which parts of the brain were active when 2 tasks were done

same brain areas were active

but dual task conditions more activity was shown

Front 32

Criticism of central executive

Back 32

Case study
EVR - tumour removed

Test required reasoning were passed well - central intact

Poor decision making skills- central not intact

Therefore, central more complex

Front 33

Evidence for visuo-spatial sketchpad

Back 33

Baddley
visual tracking task

and 1) describe the angles of letter F or 2) verbal task

task 1 was more difficult

Front 34

Eyewitness Testimony (KEY STUDY)

Back 34

Loftus and Palmer

45 students shown a film of a car crash then a questionnaire

different questions: changed the verb

smashed highest estimate
contacted the lowest

Front 35

Evaluation of Loftus and Palmer

Back 35

Sample size

guessed the experiment

individual differences - more accurate speed estimates from those who drive

Front 36

Weapon focus effect

Back 36

Johnson and Scott

Two conditions one with weapon one with no weapon

participants heard a discussion in another room

1) come out with a pen-knife

2) come out holding a pen

later asked to identify the person

1) 33% accurate

2) 49% accurate

Front 37

Anxiety has positive effects

Back 37

Chistanson and Hubinette

58 witnesses of a bank robbery

those who were threatened remembered more

Front 38

Anxiety has negative effects

Back 38

Deffenbacher

meta analysis of 18 studies

high levels of stress = poorer recall

Front 39

Own Age Bias

Back 39

Rhodes and Anastasi

three aged groups
shown 24 photographs

after filler activity

48 photographs

young and middle aged more accurate

all age groups more accurate at identifying their own group

Front 40

Cognitive Interview

Back 40

Fisher and Geiselman

1. Report everything

2. Mental reinstatement

3) Change order

4) Change prespective

Front 41

Cognitive Interview Evaluation

Back 41

Kohnken

53 studies

34% more corrext information generated when using CI compared to standard

Problem: time consuming

Front 42

Verbal Mnemonics

Back 42

Acronym (sentence from letters)

Acrostic (first letter of each word is the first letter of the word you want to remember)

Rhymes

Chunking

Front 43

Visual Imagery Mnemonics

Back 43

Loci

Keyword method (linking two words)

Mind maps

Front 44

How mnemonics work

Back 44

Organisation of information = links

Process of elaboration

Dual coding

Front 45

Evaluation of Mnemonics

Back 45

Taught to individuals with Down syndrome

Lab experiments

Key wording = learned more Russian words