Psychology Memory
- Created by: anjali_25
- Created on: 07-09-16 16:05
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- MEMORY
- Coding, Capacity and Duration
- Coding
- Process of converting information from one form to another is called coding
- Baddeley
- He gave a list of words to 4 groups of ppt. They were shown the words and had to recall them in the same order.
- Findings- STM recall: immediately after was worse with acoustically similar words. LTM recall: after 20 mins was worse with semantically similar words.
- Evaluation: Artificial stimuli, lists had no meaning to the ppt. therefore cant generalise findings.
- He gave a list of words to 4 groups of ppt. They were shown the words and had to recall them in the same order.
- Capacity
- Digit Span
- Jacobs
- Gave ppt. 4 digits and asked them to recall and added a number when they were correct
- 9.3=digits 7.3= letters
- Evaluation: Lacks Validity. Jacobs was a long time ago, confounding variables may not have been controlled
- 7+/- 2 is capacity STM
- Evaluation: Lacks Validity. Jacobs was a long time ago, confounding variables may not have been controlled
- 9.3=digits 7.3= letters
- Gave ppt. 4 digits and asked them to recall and added a number when they were correct
- Jacobs
- Is the amount of information a memory store can hold.
- Chunking
- Miller
- He made observations on everyday practices- noted that things come in sevens
- 7+/- 2 is capacity STM
- He made observations on everyday practices- noted that things come in sevens
- Miller
- Digit Span
- Duration
- Of the STM:
- Peterson & Peterson
- Tested 24 undergrads. Gave them a trigram and a 3-digit number to count backwards from. (prevented rehearsal)
- Findings: 18-30 seconds
- Tested 24 undergrads. Gave them a trigram and a 3-digit number to count backwards from. (prevented rehearsal)
- Peterson & Peterson
- Of the LTM:
- Bahrick
- Studied 392 ppt. aged between 17-74. They were shown high school yearbooks
- Recall was tested: 1) photo-recognition 2) free recall
- Findings: LTM has a duration of ........... years
- Evaluation: Real-life memories were studied. Therefore higher external validity. However ppt. may have looked at yearbook over the years- confounding variables not controlled.
- Findings: LTM has a duration of ........... years
- Recall was tested: 1) photo-recognition 2) free recall
- Studied 392 ppt. aged between 17-74. They were shown high school yearbooks
- Bahrick
- Of the STM:
- Coding
- The MSM of Memory
- Atkinson and Shiffrins MSM describes how information flows through the memory system.
- Sensory registor
- Stimulus from environment passes into the sensory registor.
- Iconic (coded visually), echoic (coded acoustically) and haptic (touch and feeling)
- Duration= 1/2 a second. Capacity= high
- Stimulus from environment passes into the sensory registor.
- STM:
- Duration= 18-30 seconds.
- Capacity= 7+/- 2 items
- Coded= acoustically
- Capacity= 7+/- 2 items
- Maintenance rehearsal occurs when we repeat material to ourselves.
- If rehearsed long enough, it passes into LTM.
- Duration= 18-30 seconds.
- LTM:
- Duration= permanent
- Capacity= unlimited
- Coded= semantically
- Capacity= unlimited
- Material is stored here & when we want to recall it, it must be transferred back to the STM by retrrieval.
- Duration= permanent
- Types of LTM
- Episodic memory
- Long term memory store for personal events. when events occurred and of people, objects, places and behaviours involved.memories have to be retrieved consciously with effort.
- Semantic memory
- Long term memory store for our knowledge of the world. Facts and knowledge of what words and concepts mean. need to be recalled deliberately.
- Procedural memory
- Long term memory store for our knowledge of how to do things. Memories of learned skills, usually recalled without conscious or deliberate effort.
- Episodic memory
- WMM
- How the STM is organised and functions.
- Central executive: coordinates the 3 slave systems.
- Phonological loop: deals with auditory info. Divided into 2.
- Phonological store= stores words you hear.
- Articulatory process= allows maintenance rehearsal.
- Visuo-spatial sketchpad: stores visual info when required. limited capacity.
- Visual cache= stores visual data
- Inner scribe= records arrangment of objects in visual fields.
- Episodic buffer: Temporary store for info.
- Interference
- Types of interference:
- Proactive= old memories disrupt new ones.
- Retroactive= new memories disrupt old ones.
- Effects of similarity:
- McGeoch & McDonald
- Studies retroactive interference. ppt had to learn a list of 10 words until learnt with 100% accuracy. Then learned new list. (6 ppt groups and all diff lists)
- Findings: interference= stronger when words are more similar.
- Studies retroactive interference. ppt had to learn a list of 10 words until learnt with 100% accuracy. Then learned new list. (6 ppt groups and all diff lists)
- McGeoch & McDonald
- Types of interference:
- Retrieval Failure
- Context- dependant forgetting
- Godden & Baddeley- deep sea divers
- 4 conditions (land and water)
- Findings: recall was better when external contexts matched.
- 4 conditions (land and water)
- Godden & Baddeley- deep sea divers
- State-dependant forgetting
- Carter & Cassaday- anti-histamine
- 4 conditions (on drug and not on drug)
- Findings: recall was better when internal states matched.
- 4 conditions (on drug and not on drug)
- Carter & Cassaday- anti-histamine
- Context- dependant forgetting
- EWT: Misleading Information
- Post event discussion
- Discussions with others contaminates EW's memory.
- Gabbert- watched clip from diff views then discussed.
- No discussion= 0 mistakes.
- Discuss= 71% mistakes.
- Gabbert- watched clip from diff views then discussed.
- Discussions with others contaminates EW's memory.
- Leading questions
- Loftus & Palmer
- Car speed: estimates affected by leading question (smashed, contacted, hit)
- Loftus & Palmer
- Why leading q's affect EWT?
- Response bias- no effect on memory but influences answer.
- Loftus & Palmer said that a leading q changes the ppt memory of the clip- substitution explanation.
- Memory conformity
- Talking to others and believing they are right/ to win social approval.
- Post event discussion
- EWT: Anxiety
- Negative effects of anxiety on recall:
- Johnson & Scott (weapon focus effect)
- high anxiety when knife present= less good recall.
- Johnson & Scott (weapon focus effect)
- Positive effects of anxiety on recall:
- Yuille & Cutshall (shooting
- high anxiety with better recall when witnessing real crime.
- Yuille & Cutshall (shooting
- Negative effects of anxiety on recall:
- EWT: Cognitive Interview
- Report everything= include even unimportant details.
- Reinstate the context= picture the scene and recall how you felt. Context dependant forgetting.
- Reverse the order= recall from end and work backwards. Prevents dishonesty.
- Change perspective= put yourself in the shoes of someone elses present. Disrupts schema.
- Coding, Capacity and Duration
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