Memory psychology complete revision sheet
- Created by: emily9383
- Created on: 16-03-19 21:14
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- Memory - psychology
- multi - store model of memory ( Atkinson and Shiffrin(1968))
- sensory register
- coding = modality specific. Research by Crowder (1993) found that sensory info is coded into different stores
- capacity = large. research by Sperling (1960) found this.
- Duration = limited. presents issues when researching as info leaves too quickly.
- capacity = large. research by Sperling (1960) found this.
- coding = modality specific. Research by Crowder (1993) found that sensory info is coded into different stores
- short term memory
- Coding = visually, acoustically and semantically
- research by Baddeley (1966)
- Capacity = limited. Miller's magic number. many people can store 7+/-2 words.
- capacity can be increased by chunking the info
- Duration = limited (30 sec) can be extended with repetition
- research by Peterson and Peterson (1959)
- Coding = visually, acoustically and semantically
- long term memory
- coding = semantically. proven by Baddeley (1966)
- capacity = potentially unlimited. info can be lost due to decay, not space.
- several limitless stores proven by Clive Wearing
- Duration = potentially forever research evidence by Bahrick et al (1975)
- capacity = potentially unlimited. info can be lost due to decay, not space.
- coding = semantically. proven by Baddeley (1966)
- sensory register
- working memory model explains STM (Baddeley and Hitch (1974))
- Central executive - responsible for sensory info + directing info to slave systems. CAPACITY = limited CODES = sensory
- visuo-spatial sketchpad - visual + spatial info ( images/ environment) CAPACITY = limited CODING = visually
- inner scribe - spatial movement + reherses info from visual cache to central executive
- visual cache - stores visual info on form and colour
- phonological loop - speech based info CAPACITY + DURATION = limited CODES = acoustically
- phonological store - inner ear stores acoustically coded items
- articulatory control process - inner voice allows rehersal of items stored in PS
- episodic buffer - binds info together from different components to chunks CAPACITY = limited CODING = visual + auditory
- visuo-spatial sketchpad - visual + spatial info ( images/ environment) CAPACITY = limited CODING = visually
- Central executive - responsible for sensory info + directing info to slave systems. CAPACITY = limited CODES = sensory
- types of long term memory
- explicit memory = conscious recall
- semantic memory = contains all knowledge + facts that an individual haas learned
- strength of coding relates to degree of processing. can also be underpinned by episodic mem. they transition to semantic mem.
- hippocampus involved. coding mainly associated with frontal + temporal lobes
- key study by Vicari et al (2007)
- hippocampus involved. coding mainly associated with frontal + temporal lobes
- strength of coding relates to degree of processing. can also be underpinned by episodic mem. they transition to semantic mem.
- episodic memory = events + personal experiences.
- strength of episodic memory influenced by emotions and context. episodic mem also helps differentiate real + imagined events
- episodic mem = prefrontal cortex (coding). strengthening of mem = neocortex. hippocampus creates a mem of the episode
- Key study by Tulving (1989)
- episodic mem = prefrontal cortex (coding). strengthening of mem = neocortex. hippocampus creates a mem of the episode
- strength of episodic memory influenced by emotions and context. episodic mem also helps differentiate real + imagined events
- semantic memory = contains all knowledge + facts that an individual haas learned
- explicit memory = unconscious recall
- procedural memory = motor skills and muscle memory. occur in early life through repetition + practise
- involved in language. Associated with the motor cortex, cerebellum and prefrontal cortex. it doesn't need the hippocampus to function
- procedural memory = motor skills and muscle memory. occur in early life through repetition + practise
- explicit memory = conscious recall
- explanations for forgetting
- Retrieval Failure
- Cue dependent forgetting - info stored in the LTM cant be assessed. recall dependent on retrieval cues (external or internal (emotional state))
- Tulving (1973) proposed the encoding specificity principle. effectiveness of retrieval cue depends on: how much the cue is made of, depth of processing.
- Context - dependent forgetting - outer environment different from where info was originally learned
- research by Abernethy (1940) + Godden and Baddeley (1975)
- category headings act as retrieval cues (Tulving + Pearlstone (1966))
- research by Overton (1972) + Darley et al (1973)
- category headings act as retrieval cues (Tulving + Pearlstone (1966))
- State - dependent forgetting - physical/ emotional state different from when learned
- research by Overton (1972) + Darley et al (1973)
- research by Abernethy (1940) + Godden and Baddeley (1975)
- Cue dependent forgetting - info stored in the LTM cant be assessed. recall dependent on retrieval cues (external or internal (emotional state))
- inference theory
- proactive inference = forwards in time. past mems inhibit ability to retain new mems
- key study by Schmidt et al (2000)
- retroactive interference = backwards in time. new info interferes with previously learned info
- key study by Schmidt et al (2000)
- retroactive interference = backwards in time. new info interferes with previously learned info
- proactive inference = forwards in time. past mems inhibit ability to retain new mems
- Retrieval Failure
- factors affecting accuracy of eyewitness testimony
- stages in EWT : coding, storage (mems can be distorted) , retrieval (accuracy effected by Qs asked)
- misleading information - leading Qs can suggest a certain answer (they activate a certain schema)
- post event discussion can affect accuracy. eyewitnesses discuss together.
- affect of schemas on EWT = Bartlett (1932)
- effects of misleading info on EWT = Loftus + Palmer (1974)
- Loftus (1979) found memory not distorted by blatantly incorrect info. more influenced by subtle + plausible info
- post event discussion research by Gabbert et al (2003)
- post event discussion can affect accuracy. eyewitnesses discuss together.
- misleading information - leading Qs can suggest a certain answer (they activate a certain schema)
- anxiety can also affect accuracy of EWT
- weapon focus effect can make individuals forget outer details + look at the weapon. increase anxiety. diverts attention away from appearance of culprit.
- research by Christianson + Hubinette (1993) suggested emotional arousal improves recall
- Yerkes - Dodson Law suggests anxiety promote accurate recall
- research by Christianson + Hubinette (1993) suggested emotional arousal improves recall
- research into anxiety by Loftus et al (1987)
- Anxiety research by Loftus + Burns (1982)
- Anxiety research by Yuille + Cutshall (1986)
- weapon focus effect can make individuals forget outer details + look at the weapon. increase anxiety. diverts attention away from appearance of culprit.
- stages in EWT : coding, storage (mems can be distorted) , retrieval (accuracy effected by Qs asked)
- improving accuracy of eyewitness testimony
- Fisher + Geiselman (1992) created the cognitive interview.
- revolves around interviewee. and Qs are not pre determined. they make sure that the interviewers are interview trained.
- 1. mental reinstatement of context = recreate environment 2. report everything as memories are inter connected
- 3. change order of recall = start from most memorable situation/point 4. change perspective = pretend to be another to reduce the effect of schemas
- Fisher + Geiselman (1992) created the cognitive interview.
- multi - store model of memory ( Atkinson and Shiffrin(1968))
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