Memory AS
- Created by: annagabrielle
- Created on: 29-03-16 15:15
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- Memory
- Key terms
- Encoding
- changing into form that can be remembered
- Baddeley (1996) - acoustic vs semantic
- 10 words, recalled after 20 mins
- acoustically similar and dissimilar
- Worse recall for similar than dissimilar
- LTM makes use of semantic encoding
- STM makes use of acoustic encoding
- Worse recall for similar than dissimilar
- semantically similar and dissimilar
- Worse recall for similar than dissimilar
- LTM makes use of semantic encoding
- STM makes use of acoustic encoding
- Worse recall for similar than dissimilar
- acoustically similar and dissimilar
- 10 words, recalled after 20 mins
- Baddeley (1996) - acoustic vs semantic
- changing into form that can be remembered
- Capacity
- how much can be stored
- Baddeley et al (1975) - serial reall test, long vs short words
- reading speed measured, sets of 5 words, from 2 lists, one syllable vs polysyllable
- 2 seconds to recall all 5 words in order
- more short words recalled than long words
- 2 seconds to recall all 5 words in order
- reading speed measured, sets of 5 words, from 2 lists, one syllable vs polysyllable
- Baddeley et al (1975) - serial reall test, long vs short words
- how much can be stored
- Duration
- how long the info is stored for
- LTM - Bahrick (1975) - longitudinal study, 392 high school students over 50 years
- recollection- given name and asked to match to photo
- 14 years- 90%, 25 years- 80%, 34 years- 75%, 47 years- 60%
- can remember certain info for long periods of time, accuracy of LTM is better with recognition
- 14 years- 90%, 25 years- 80%, 34 years- 75%, 47 years- 60%
- Recall- showed pictures and asked for name
- 7 years- 60%, 47 years- 20%
- can remember certain info for long periods of time, accuracy of LTM is better with recognition
- 7 years- 60%, 47 years- 20%
- recollection- given name and asked to match to photo
- STM - Peterson and Peterson (1959) - consonant trigrams, no rehearsal (counting while viewing)
- after 3, 6, 9, 12, 15 or 18 seconds asked to recall trigram
- 3 seconds- 80%, longer intervals held decreased recall, 18 seconds - less than 10%
- without rehearsal, info rapidly decays from STM
- 3 seconds- 80%, longer intervals held decreased recall, 18 seconds - less than 10%
- after 3, 6, 9, 12, 15 or 18 seconds asked to recall trigram
- LTM - Bahrick (1975) - longitudinal study, 392 high school students over 50 years
- how long the info is stored for
- Encoding
- Multi-store model
- Sensory memory
- registers on the senses
- Attention
- STM
- 7+/- 2 bits
- Miller (1956) magic number 7
- 15-30 seconds
- usually acoustic
- Rehearsed
- LTM
- infinite capacity
- 2 minutes to a lifetime
- usually semantic
- LTM
- 7+/- 2 bits
- STM
- STM
- 7+/- 2 bits
- Miller (1956) magic number 7
- 15-30 seconds
- usually acoustic
- Rehearsed
- LTM
- infinite capacity
- 2 minutes to a lifetime
- usually semantic
- LTM
- 7+/- 2 bits
- Atkinson and Shiffrin (1968)
- Ebbinghaus - Serial position effect
- Primacy effect
- first item
- LTM
- first item
- Recency effect
- last item
- STM
- last item
- IMPLICATION- two distinct memory stores
- Primacy effect
- Sensory memory
- Working Memory Model
- Baddeley & Hitch
- Central executive
- Episodic Buffer
- Phonological Loop
- inner ear
- inner voice
- sound info store, limited, temporary
- Visuo-spatial Sketchpad
- visual cache
- inner scribe
- visual and spatial info store, temporary, limited
- Phonological Loop
- supervisory role, cognitive demands, limited capacity, flexible, resource allocation
- Episodic Buffer
- KF, brain injury - motorcycle accident
- verbal memory poor, visual memory unaffected
- IMPLICATION - evidence for 2 slave systels
- verbal memory poor, visual memory unaffected
- EWT
- Loftus & Palmer
- Leading questions
- Videos of traffic accidents
- asked for speed of cars when
- Smashed; 40.8 mph
- Collided: 39.3 mph
- Bumped: 38.1 mph
- Hit: 34.0 mph
- Contacted: 31.8 mph
- asked for speed of cars when
- Videos of traffic accidents
- Weapon Focus effect
- 1) man with pen and grease n hands
- ppts asked to identify man from 50 photos
- 1) 49%
- less accurate recall with 'weapon' as attention goes to weapon not person
- witnesses to violent crimes may not recall appearance details as esaily
- less accurate recall with 'weapon' as attention goes to weapon not person
- 2) 33%
- less accurate recall with 'weapon' as attention goes to weapon not person
- witnesses to violent crimes may not recall appearance details as esaily
- less accurate recall with 'weapon' as attention goes to weapon not person
- 1) 49%
- ppts asked to identify man from 50 photos
- 2) paper knife with blood
- ppts asked to identify man from 50 photos
- 1) 49%
- 2) 33%
- 1) 49%
- ppts asked to identify man from 50 photos
- 1) man with pen and grease n hands
- Leading questions
- Yuille & Cutshall (1986)
- 13 witnesses to real shooting, shop owner injured, theif shot dead
- close witnesses gave most detail even months later
- 13 witnesses to real shooting, shop owner injured, theif shot dead
- Age and EWT
- Dekle (1966)
- identity parade, children more willnig to make a positive identification
- however often wrong person identified
- children more suceptible to poost even info
- however often wrong person identified
- identity parade, children more willnig to make a positive identification
- Poole & Lindsay (2001) - 3 to 8 year olds
- science demo, told story by parent, children asked about demo
- children incorporated story info with their original memory
- source monitoring is poorer in younger children
- children incorporated story info with their original memory
- science demo, told story by parent, children asked about demo
- Dekle (1966)
- Yerkes Dodson Law
- High and low anxiety - poor EWT
- Moderate anxiety - good EWT
- Cognitive interview technique - Geiselman
- 1) recreate the context
- 2) report every detail
- 3) recall in reverse order
- 4) recall from different perspective
- 3) recall in reverse order
- 2) report every detail
- 1) recreate the context
- Loftus & Palmer
- Memory Strategies
- Organisation
- create hierarchies to organise meaningful info
- Bower (1969) - list of words to learn
- random 19% recall
- organised 65% recall
- Bower (1969) - list of words to learn
- create hierarchies to organise meaningful info
- repition and rehearsal
- MSM rehearsal needed to transfer to LTM
- Method of Loci
- use known places, e.g. home
- link a word to a location in home e.g. fridge
- use known places, e.g. home
- Elaborative Rehearsal
- make new info meaningful
- mnemonics
- make new info meaningful
- Acronyms
- develop strong memory trace e.g. never east shredded wheat
- Organisation
- Key terms
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