Psychology

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  • Created by: Elle223
  • Created on: 06-06-17 08:19
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  • Cognitive Psychology
    • Displacement Theory
      • Primacy Effect - The first piece of information will be remembered more due to having more time to rehearse it to get into your long term memory
      • Recency Effect - The last piece of info will be remembered more due to other info trying to displace it
    • Interference Theory of Forgetting
      • Information getting in the way of other info, causing people to forget
      • Factors which 'get in the way', other things you are doing that day, events from the past
      • Pro-active - Something you have previously learnt gets in the way of you learning something new
      • Retro-active - Something you are doing right now gets in the way of you learning earlier information
    • Multi-store model of memory
    • Episodic/ Semantic Memory
      • Episodic memory represents our memory of specific events, autobiogrpahical events such as times, places and dates, activates the hippocampus and is driven by semantic memory
      • Semantic memory - is general factual information and independant of personal experience, food/capitals/ objects. Driven by episodic memory and activates the frontal and temporal cortexes
    • Baddeley - Classic Study
      • Method - Different participants used for each condition (independent measures), 4 lists (accoustically similar/ matched but not similar/ Semantically similar/ matched by not similar).  Each group views a slideshow of a set of 10 words. Each word appears for 3 seconds. then carry out an “interference test” which involves hearing then writing down 8 numbers three times. Then they recall the words from the slideshow in order. (They do this 4 times) After the 4th trial, the participants get a 15 minute break and perform an unrelated interference task. Then they are asked to recall the list again.
      • Ppts - Male and female uni students
      • Results - Semantically similar words showed a significantly higher learning score than their control group. Acoustically simlar words and their control group showed no significant difference in their forgetting
      • Aim - To see if acoustically similar words lead to more memory impairment than semantically similar words.
      • Conclusions - LTM requires information to be encoded semantically, STM is better at retaining semantic words than acoustic words
    • Reconstructive Memory - Bartlett
      • Recall of information is independent and down to our cultural norms and values, recall what we expect to see aqnd what we assume is normal.
      • Active process - Schemas are able to distort unfamiliar information in order to make it fit into our existing schemas, tested his theory through a variety of stories to show that memory is an active process
      • Rationalisation - Making things make sense
      • Confabulation - Filling the gaps in our memory to make things make sense
    • Working Memory Model
      • The central executive
        • Decides whether information is worthy of being remembered and stored or forgotten
        • Decides where the information goes
        • Decision maker
      • Episodic Buffer
        • Storage
        • Information from STM to LTM
        • Allows the phonological loop and visuospatial sketchpad to communicate
      • Visuospatial Sketchpad
        • Inner eye
        • Small capacity of 4 items
        • visual information is the easiest to remember
        • 2 parts - visual and spatial
      • Phonological loop
        • Auditory Control System
          • Inner voice
          • Rehearsal part
        • Auditory info
        • Phonological Store
          • Inner ear
          • If the C.E says something isnt important then it will forget it
    • Steyvers and Hemmers - Contemporary Study
      • Aim - To investigate the interaction between episodic and prior knowledge in naturalistic environments (how prior knowledge effected recall of naturalistic everyday settings)
      • Ppts - Uni students from an experiment volunteer pool
      • Method - Phase 1, Testing for prior knowledge (5 images with 5 scenes per image) Verbal cue - ppts told to say what they would expect to see without being shown the scene/ Visual scene - ppts shown a scene and told to 'say what they saw' - people have strong prior knowledge
      • Method - Phase 2, How prior knowledge interacts with episodic memory for naturalistic scenes. 10 images shown for either 2/10 seconds, 2 seconds are more reliant on prior knowledge, 10 seconds is more chance for information to be encoded into episodic memory
        • Resullts - 7.75 items recalled, 10.05 items recalled. Error rate of 9%
      • Conclusions - Recall is guided by prior knowledge so expected items are better recalled. Prior knowledge leads to more accurate recall. Free recall during naturalistic scenes shows few errors and any errors made are due to low prior expectations for that scene
    • Research Methods - Experiment
      • Aim - To see if a maths interference task affects a person's memory
      • Pros - easily reproducable, reliable. Cons - Low ecological validity
      • Statistical Test - Mann-Whitney U
      • Method - Set of words (2 mins to learn, 2 mins recall) different sets of words, then 15 mins math tasks, then recall
      • Results - Condiiton
    • Key Question
      • How can psychologists understanding of memory help people with Dementia?
      • Answer - What is Dementia? Ongoing decline of the brain due to damage through accident or illness/ 800,000 people in the U.K have it/ £26.3 billions pounds per year.
        • Enter the working memory model
          • Enter displacement theory/ interference theory
            • Bring it together (what do we know about the above to help sufferers)
              • Our idea on how to help, flash card, dementia friends, routine

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