Memory

Excluding the multi store model.

?
Who proposed the Working memory model?
Baddeley & Hitch (1974)
1 of 53
What type of memory did the Working memory model look at?
Short term
2 of 53
What does the working memory model look like in diagram format?
Draw here:
3 of 53
Explain the 3 components of the working memory model
The central executive, the visuo-spatial sketchpad, the phonological loop
4 of 53
Explain the central executive
Attentional control system which oversees and co-ordinates other 2 components *Focuses and swicthes attention *co-ordinates 2 sub systems *Connects working memory with LTM *Allocates attention to inputs and directs the operation of other components
5 of 53
Explain the visuo-spatial sketchpad
Allows storage of visuo-spatial material (inner eye). The visuo component deals with objects and features e.g visualising a cat after you hear the word. Spatial component deals with locations and movements in space e.g being aware of our environment
6 of 53
Explain the phonological loop
Concerned with auditory and speech-based info + can be broken down into 2 different sub-components 1. Phonological store:Holds auditory memory traces (few seconds-sound-inner ear) 2.Articulatory control system:think in words (inner voice) (3-4 items)
7 of 53
Which 2 people did research on the working memory model
Pauelesu et al ( 1993) + Logie et al (1989)
8 of 53
Describe Paulesu et al's (1993) research on the working memory model (Method)
Paulesu et al (1993): investigation of phonological loop, lab exp, p's asked to memorise a series of letters or rehearse sounds of letters in their heads whilst blood flow in brain was monitored by a PET scanner
9 of 53
Give results of Pauelesu's research done on the working memory model
The sound rehearsal produced blood flow in the brocus area whilst the letter task was associated with another part of the brain. This is evidene that the phonological loop has 2 components, one which stores sound and one involving mental rehearsal
10 of 53
Explain 2 limtations of Pauelesu et al (1993)
1. Difficult to truly know what p's were rehearsing and thus could confound results 2.unique task which lacks mundane realism and is not representative of day to day working memory
11 of 53
Describe Logie et al's (1989) research on the working memory model (Method)
Role of working memory in performance on a complex computer game, lab exp, manual response using joystick on game meaured at same time as processing verbal elements. P's either asked to do visualspatial distracter task or verbal distractor task (IV)
12 of 53
Give results of Logie et al
The visuospatial distractor task impaired performance on manual responses whilst the verbal distractor task impaired performance on the verbal elements of the game. Shows working memory has a limited capacity and seperate compnenets
13 of 53
State some strengths of the working memory model
*Provided valuable insghts into the complexity of STM processes *Experimental support for our ability to store and process sensory input *Evidence for distinction of 2 sub-systems *Model emphasises flexible/multi-tasking nature of STM
14 of 53
State some limitations of the working memory model
*Most evidence of working memory model comes from lab experiments which can't always be generalised to real life, no conclusions drawn on different types of processing on LTM storage or retrieval *No evidence to support existence of central executive
15 of 53
Explain the main case study for LTM
Clive Wareing:Famous musician who suffered a rare brain infection meaning he only had 'moment to moment' memory. However, he could still play the piano
16 of 53
State the 3 types of Long term memory
Procedural, semantic and episodic memory
17 of 53
Explain procedural memory
Also referred to as implicit memory. It's the unconscious memory of skills and how to do something e.g how to ride a bike. It's none declarative, not usually linked to a time/place, used without cpscious awareness and a how to memory (motor skills)
18 of 53
Explain episodic memory
Memory for events/episodes which we have expereinced our selves or have been told about by another source and is usually linked to time and place. e.g first day at college. The memories are declarative and explicit (require conscious thought)
19 of 53
There are special forms of episodic memories called autobiographical memories what are these?
Specific evets about our own life experiences
20 of 53
Explain semantic memory
A structured record of facts, meanings, concepts and knowledge about the external world that we have acquired e.g. Paris is the capital of France. The semantic memory is generally derived from the episodic memory.
21 of 53
Explain a study which supports episodic and semantic forms of Long term memory
Tulving (1989): Injected himself with radioactive gold and thought about semantic memories or episodic memories whilst scanners monitored blood flow in the brain. Episodic memories increased blood flow in front of brain, semantic memories at back.
22 of 53
Explain a study which supports the different types of Long term memory
Corkin (1968):Case of amnesiac HM, unable to remember any new info.Over a few days he was trained to carry out news tasks such as following a curvy line on a rotating disk.
23 of 53
Explain the results of HM's study
Initially his performance was poor but then it improved with practice. he had no conscious memory of the sessions a few days later but could still carry out the task. Retained procedural memory of task but had no episodic memory of training.
24 of 53
What does the case study of Butterworth (2002) show?
The idea that there are different memory stores but different types of long term memory. (Guy who fell whilst skiing lost episodic memory as couldn't recognise wife but had procedural memory as carried on to ski down mountain).
25 of 53
State the two areas in which intereference can cause forgetting
Proactive interference: Where earlier learning intereferes with what you are trying to learn at present. Retroactive intereference: Where more recent learning intereferes with recall of earlier material
26 of 53
What did Chandler (1989) state about interference?
Students who study similar subjects at the same time often expereience interference.
27 of 53
Explain a study which supports the interference theory
Postman(1960):To see how retroactive interference affects learning. P's in 2 groups. 1st group learned one list of paired words e.g.cat-tree jelly-pie 2nd group learned another list too where second paired word was different e.g cat-glass, jelly-time
28 of 53
Results of Postman study
The experimental group's recall of the first list was poorer than the control group. shows taht new learning can interfere with previous learning whoch supports retroactive interference.
29 of 53
What is retrieval failure?
Where info is in the long term memory but cannot be accessed because retrieval cues are not present.
30 of 53
State the two types of retrieval cues
State-dependent cues: inside of us e.g physical, emotional,mood Context dependent cues: In the external environment e.g. smell, song, room, weather etc.
31 of 53
State a study and its results which supports state dependent cues.
Goodwin et al (1969): Investigated effect of alcohol on state dependent cues, lab exp, found that when people encoded info when drunk, they were more likely to recall it in the same state e.g when hid money when drunk could only find when drunk again
32 of 53
State one study which supports contect dependent retrieval failure
Baddeley(1975):Deep sea divers had to memorise a list of words 4 conditions: 1.learn underwater recall underwater 2.learn underwater recall on shore 3.learn on shore recall on shore 4.Learn on shore recall underwater
33 of 53
State the results of Baddeley's study on recall
Groups 1 and 3 recalled 40% more words in comparison to groups 2 and 4. Conclude: Recall of info will improve if context is provided for the learning process.
34 of 53
State a practical application of Baddeley's study on recall
Police investigations can be helped if witnesses are interviewed in the same environment to the event they saw.
35 of 53
What did Smith (1979) state about retrieval failure
Found that just imagining the room where learning took place was as effective for participants as recalling in the same room as learning
36 of 53
State the 3 main factors affecting eyewitness testimony
Leading questions, post event discussion and anxiety/stress
37 of 53
What is a leading question?
One that suggets a certain answer e.g. was the knife in his left hand??
38 of 53
According to Loftus, our memory can be what three things?
Suggestible-easily open to suggestion subjective-from an individuals perspective malleable-easily moulded/manipulated
39 of 53
Explain a study which supports factors affecting eyewitness testimony-misleading information and leading questions
Loftus&Palmer(1974):Lab exp 45 p's in 5 groups. Given q's on car incident e.g how fast were the cars going when they hit each other. verb was manipulated in other groups e.g. cotacted/bumped/collided/smashed.
40 of 53
Results and practical application of Loftus and Palmer (1974)
Estimated speed participants gave was 30mph for condition given word 'contacted' and 40mph for word 'smashed'.Conlude: Misleading info can affect memory recall. In real lfie police officers and lawyers should be careful about how they word questions.
41 of 53
Explain a study which supports factors affecting eyewitness testimony-misleading information and post event discussion
Gabbert(2003): P's studied in pairs and both watched same video but from diferent angles which meant each p could see something the other couldn't. Both p's then discussed what they had seen individually and then completed a recall test
42 of 53
Explain the results of Gabbert (2003)
70% of p's mistakenly recalled aspects of the event that they did not see but had licked up in the discussion. The control group figure where there was no discussion was 0%
43 of 53
Explain a study which supports factors affecting eyewitness testimony-anxiety/stress
Clifford&Scott(1978): Investigated how witnessing violence can affect the reliability of an eyewitnes testimony due to stress, lab exp, p's watched video of physical assault in controlled setting..
44 of 53
Explain the results of Clifford & Scott (1978)
People who saw a film of a violent attack remembered fewer of the 40 items of information about the event than the control group who saw a less stressful version. Shows witnesses to violent incidents generally recall less than non-violent incidents
45 of 53
What did Yuille and Cutshall (1986) find?
Contradicted Clifford&Scott as witnesses of a real life shooting in Canada had remarkable recall of the events even when they were re-interviewed 5 months later.
46 of 53
What is a cognitive interview?
A method of interviewing eyewitnesses to hep them retrieve more accurate memories. It is based on four main techniqus, all based on well-established psychological knowledge of human memory
47 of 53
What are the four key components of a cogntive interview?
1.Report every detail 2.Recount in reverse order 3.Different perspective 4.Reinstate context
48 of 53
Explain 1 and 2 of the four key componnets of the cognitive interview
1.Report every detail: Even if trivial as may act as a trigger for key info 2.Recount in reverse order: Recall events in a different chronological order e.g. back to front to prevent people reporting expectations rather than reality
49 of 53
Explain 3 and 4 of the four key componnets of the cognitive interview
3.Different perspective: Witnesses asked to report the incident from other people's perspective, this is done to prevent expectations and schema affecting recall 4.Reinstate context:Witness returns to crime scene 'in their mind'e.g weather/sounds
50 of 53
State a study which investigates the cognitive interview
Geiselman et al (1985):P's viewed a film of a violent crime and after 48 hours were intervieweed by a policeman using either cog interview, a standard interview by LA police or interview using hypothesis. Accuracy was recorded
51 of 53
Results of Geilselman et al (1985)
Average number of correctly recalled facts for cog interview was 41.2, for hypothesis 38, for standard interview was 29.4. Shows cog interview leads to better memory recall of events
52 of 53
EVALUATION: What did Geislman and Fisher (1997) find out about the cognitive interview and time
That cognitive interviews work best after a short amount of time rather than a long amount of time and therefore this limits their usefulness as it can take a while to find/ interview witnesses.
53 of 53

Other cards in this set

Card 2

Front

What type of memory did the Working memory model look at?

Back

Short term

Card 3

Front

What does the working memory model look like in diagram format?

Back

Preview of the front of card 3

Card 4

Front

Explain the 3 components of the working memory model

Back

Preview of the front of card 4

Card 5

Front

Explain the central executive

Back

Preview of the front of card 5
View more cards

Comments

No comments have yet been made

Similar Psychology resources:

See all Psychology resources »See all Memory resources »