Cognitive quiz 3

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  • Created by: Cruick96
  • Created on: 02-11-16 03:28
What was Murdoch's study on interaction between STM and LTM?
list of words presented at fast rate, p's asked to recall list in any order, came up with serial position curve - words from beginning and end of list more likely recalled than middle
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what is the primacy effect?
words remembered from beginning due to rehearsal and going in to LTM
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what is the recency effect?
last words recalled as still available in short term memory
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what did Glanzer and Cunitz predict about the recency effect?
Words towards the end of the list were still retained in STM when the participants started to recall
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how did Glanzer and cunitz test their prediction?
introduced 30 sec delay between presentation of last word and recall - p's asked to count backwards during this delay. this eliminated the recency effect
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what did Rundus predict about the primacy effect?
words from the beginning of the list were rehearsed more and were better encoded into LTM.
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how did Rundus test his prediction?
p's repeated words aloud between presentations of words and counted number of repetitions of each word to estimate rehearsal frequency - shape of rehearsal frequency curve matched shape of serial position curve
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what is semantic coding?
role of meaning in STM and LTM.
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what question did Wickens and colleagues test?
Can proactive interference in STM happen in terms of meaning?
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how did Wickens test this question in proactive inference paradigm?
asked ps to remember 3 words and after presentation asked to perform backwards counting task for 15 secs before recalling - when words were all in same category they observed proactive interference,performance increaswhen words in last trial differen
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how did Sachs study semantic coding in LTM (recognition memory)?
presented passage to ps, asked ps to choose sentence that was identical to passage amongs foils, some foils conveyed same meaning as passage, some ps chose foils w/ same meaning but different wordings
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what is the case of HM?
had hippocampi removed to treat epileptic seizures and lost ability to encode new info in to LTM - shows separateness of STM and LTM
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what is the case of Clive Wearing?
suffered viral infection in brain damaging parts of medial temporal lobe including hippocampus - couldn't encode new info in to LTM
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what is the case of KF?
damage to parietal lobe, retained ability to encode new info in to LTM but had digit span of 2 - double dissociation between STM and LTM
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what did Tulving propose about LTM?
2 distinct types of LTM - episodic and semantic
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what is episodic memory?
remembering and reliving episodes in one’s past.
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what is semantic memory?
about knowing the facts
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what is an example of neuropsychological support for the different types of LTM?
K.C. suffered damage to his hippocampus and brain structures nearby. • K.C. suffered severe impairment in his episodic memory, but semantic memory
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what question did Petrican and colleagues address?
What happens to episodic memory and semantic memory as time passes?
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what is Petrican and colleagues remember/know paradigm?
stimulus shown to ps, they either remember (remember details of encountering), know (knows they've encountered it but don't know details), or don't know (no memory of stimulus)
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what is a familiarity experience?
from a know response, supported by semantic memory (lack of details)
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what is a recollection experience?
from remember response, supported by episodic memory in addition to familiarity (rich in details of experience)
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what is remember/know except on older people?
Memory of public events from 1952 to 2001, 20 65+ y.o's, Don’t know responses higher for remote events, than recent events- higher rate of forgetting. as time passes, prop of responses decreased faster for remember/know (semantisisation of remote mem
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what are explicit memories?
memories we are conscious of (episodic and semantic), declarative
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what are implicit memories?
types of long term memory we are not conscious of (non-declarative)
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what are the subtypes of implicit memories?
procedural memory, priming and conditioning
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what is procedural memory?
involved in learned skills (ie, riding a bike)
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how can procedural memory be studied?
mirror tracing - p views shape through mirror and draws line between inner and outer shape - number of errors decreases as one repeats mirror tracing trials
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what is priming?
may fail to explicitly recall previously encountered stimulus but may still influence subsequent behaviours through priming - after having seen stimulus, p can respond faster when same/related stimulus shown again
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how can priming be tested?
word stem completion task - with prior study of list, ps can more easily complete word stems due to priming (no priming get v different answers)
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what is Warrington and Weistkrantz study on priming in amnesic patients?
compared them w/ ps, asked to read aloud a list of 8 words presented at 2 secs per word, then performed different tasks depending on test condition after 1 min delay (backward counting) -
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what were the different conditions in Warrington and Weistkrantz study?
recall - ps tried to verbally report words, recognition conition - ps shown 8 studied words intermixed with other 8 words, word stem completion - ps given initial letters qnd tried to complete each word
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what was found in Warrington and Weistkrantz' study?
amnesic patients performed worse in recall and recognition but not in word stem completion
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what is encoding?
process of registering information in LTM.
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what is retrieval?
process of accessing information in LTM
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what is consolidation?
process of turning memories from a fragile state to a more permanent state
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what is craik and lockharts levels of processing theory?
Strength of encoding depends on the depth of processing. Shallow processing pays little attention on meaning. – Deep processing focuses on meaning.
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what was craik and tulving's experiment on levels of processing?
depth of processing manipulated by asking questions about different aspects of a presented word: physical features (perceptual), rhyme? (phoneme), meaning (semantic)
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what did craik and tulving find in their study on levels of processing?
performance in a memory test of presented word was best w/ semantic processing
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why was craik and tulving;s levels of processing theory criticised?
didn't have clear definitions for the different levels of processing
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what factors strengthen encoding?
visual imagery, generation effect, retrieval practice (testing effect)
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what was bower and winzenz' study on visual imagery enhancing encoding?
presented 15 pairs of nouns to ps to remember them, ps presented 1st word of each pair and asked to recall the 2nd word in pair (paired associate learning). rep group (ps silently repeated pairs) and imagery group (ps tried to form mental image r
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what were the results of visual imagery enhancing encoding?
Accuracy in the recall task was higher in the imagery group compared with the repetition group
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what did Slameka and Graf predict?
generation of info would enhance encoding and result in better recall, used paired associate learning paradigm, 1st word and 1st letter of 2nd word presented for p to complete 2nd word
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what were the findings of Slameka and Graf's study?
performance was much better in generate condition than in read condition
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what question did Roediger and Karpicke ask?
does practice testing result in better recall?
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what was model for the testing group by Roediger and Karpicke?
read passage (7 mins), solve maths problems (2 mins), take recall test (7), delay (5 mins, 2 days or 1 week), take recall test
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what was the model for the rereading group by Roediger and Karpicke?
read passage (7 mins), solve maths problems (2 mins), reread passage (7 mins), delay, take recall task
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what were the findings of roediger and karpicke's study?
The testing group performed better after longer delays
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what is Godden and Baddeleys diving experiment?
about enhancing retrieval, list of words studied on land or under water then recall task performed on land or under water
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what were the findings in godden and baddeley's diving experiment?
participants performed best when the study and test contexts matched. • The context under which information is encoded acts as an cue for later retrieval
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what is the definition of consolidation?
“the process that transforms new memories from a fragile state, in which they can be disrupted, to a more permanent state, in which they are resistant to disruption”
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what is synaptic consolidation?
takes place over mins or hours
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what is systems consolidation?
takes place over months or years
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what is the standard model of consolidation?
Memory is supported by co-activation (i.e., association) of different cortical areas. • Hippocampus functions as a binding agent
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what did braun, ellis and loftus ask?
Can suggestions alter childhood memory? • This is based on the hypothesis that memory is reconstructed in the process of retrieval
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what is the disney study?
ps randomly assigned to disney ad condition or control ad condition, each p completed life events inventory (confidence rating) which included target event. ps came back after a week, read the ad and imagined experiencing the events in ad and did LEI
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what were the findings of the disney study?
compared the proportions of participants in the two conditions for decrease, no change or increase in confidence between the two weeks - went up for disney ad
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what is the bugs bunny effect?
ad about meeting bugs bunny at disney (impossible) but still increased confidence ratings in LEI
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what is the misinformation effect?
A person’s report on a previously experienced event can be changed by misleading postevent information (MPI).
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what is retroactive interference?
MPI interferes with the information encoded in memory.
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what is source monitoring error/source misattributions?
The source of the reconstructed (false) memory is (mis)attributed to the actual event, instead of the postevent information.
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what does source mitattribution predict?
more errors from misleading information coming from a source more confusable to the original source.
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how did Lindsay test the misattribution prediction?
Original source was female narrator, Memory test conducted 2 days later, More confusable (difficult) condition: MPI came from the same female narrator on Day 1, Less confusable (easy) condition: MPI came from a male narrator on Day 2 (same as testda
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what were lindsay's findings?
27% of responses in the difficult condition were given according to the MPI. • Only 13% of responses in the easy condition were given according to the MPI.
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Card 2

Front

what is the primacy effect?

Back

words remembered from beginning due to rehearsal and going in to LTM

Card 3

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what is the recency effect?

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Preview of the front of card 3

Card 4

Front

what did Glanzer and Cunitz predict about the recency effect?

Back

Preview of the front of card 4

Card 5

Front

how did Glanzer and cunitz test their prediction?

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