Psychology As- Memory studies

Lloyd and Margaret Peterson (1959)

-3 didgit "nonsene" syllable and 3 didgit number (counting back from, stopped rehearsal). Then asked to try and recall

-Only remembered about 2% when there was a 18 s interval but 90% when there was only a 3 s interval. Suggests STM lasts about 20 s.

Bahrick et al (1975)

-Asked people of various ages to put names to faces from their high school year book

-48 years on, about 70% accurate.

Strenghts

-Case studies and studies to support it e.g.Sperling (1960), Atkinson and Shriffrin. Specifically strong evidence for 3 qualitive stores. SUggests basis of MSM is sound

-Provides an account of memory in both terms of structure and process

-Clear predicitions about memory so it can be studied easily

Limitations

-Too simplistic 

-Studies suggests that, at best, it is only partially correct

Baddeley and Hitch

-Asked participants to perform reasoning tasks whilst also reciting aloud a list of 6 digits.

-Participants made few errors on task, though speed was slower. Evidence as it suggests there is more than 1 STM store

Carsen, Baddeley and Andrade (2000)

-Accoutstically similar and another list of dissimliar words

-Participants recall on similar words in order was 25% worse.

-Indicates speech based rehearsal processes within the phonological loop were used in remembering visually presented list

Klauer and Zhao (2004)

-Memory task=Dot location and visual task=Chinese idegrpahs. Both task involved spatial or visual interference

-Spatial interference disrupted spatial taks and vice verser

-Supports WMM as if the visuo-spatial sketchpad was a single system then the results would be different

Strenghts

-Supporting evidence

-Explains many observations e.g. KF

Limitations

-Central executive, too vague, what is it? etc.

-Evidence from brain damaged indivduals isnt always reliable e.g. no before and after comparison available

Loftus and Palmer (1975)

Loftus and Palmer (1974)

Loftus (1979)

Yerkes and Dodson (their model)

Yarmey (1993)

-Adults asked to recall the physical characterisitcs of a women they spoke to 2 mins earlier for 15 s.

-Young (19-29) and middle aged (30-44) were more confident than anyone older, but no signifcant differences in accuracy of recall

Memon et al (2003)

-Studied accuracy of young and older eywtinesses

-When delay between "incident" and identification was short (35 mins), no difference in accuracy

-When i.d. taks was delayed by a week, older witnesses significantly less accurate

Stand Interviewing

-A period of free recall, followed by specific questions

-Brief questions

-Closed questions

-Questions out of sequence

-Interruptions and distractions

-Not allowing witnesses to talk freely

Cognitive interviewing

-Report everthing

-Context reinstatement

-Recall in reverse order

-Recall from changed perspective

Kohnken (1999)

-Meta analysis on 53 studies

-34% improvement in generated correct info (but used college students sample)

Milne and Bull

-Interviewd students and children and found best components for generating info are "report everything" and "contect reinstatement" when used together= Supports

Kebbell

-Interviewd policmen and found that CI often requires more time than is available

Memon (1994)

-Found that police officers need quality training for the procedure to be carried out effectively. Expensive, not always financially available.

-Method of loci

-Keyword, rhyming etc.

-Organisation- Mind maps, colour coding