Memory

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  • Created by: Lily._.c
  • Created on: 16-06-21 15:14
MSM coding
SR-iconic and echoic
STM- acoustic
LTM-semantic
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MSM coding evidence
STM and LTM- baddeley, list of words to 4 groups LTM worse with semantically similar words
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MSM duration
SR- few seconds
STM- 15-30 sec (18 average)(Peterson and Peterson)
LTM- lifetime
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MSM capacity
SR- 9 units
STM-7+_2 (Miller)
LTM- unlimited
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Types of memory
Episodic- events e.g wedding, requires conscious effort and is declarative +time stamp.
Semantic - meaning of things or facts e.g capital of France, requires conscious effort and is declarative with no time stamp.
Procedural- muscle memory e.g how to ride
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WMM components
-central executive =controls how much attention to give stimuli and where it’s assigned, I charge of slave systems.
-phonological loop=inner voice (articulatory rehearsal, visual to auditory)and phonological store( maintenance rehearsal.
-Visio spatial sk
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WMM Coding and capacity
-Central executive- Coding =modality free.capacity=limited
-phonological loop - C=acoustic c=limited
-Visuospatial sketchpad -c=visual c= limited 3-4
-episodic buffer-c=modality free. C= 4 chunks
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WMM EVAL
+empirical support from Baddeley , tasks easier when using two different processing systems.
-CE criticised for being too vague, baddeley agrees.
+research evidence, KF= could make new visual LTM but not auditory LTM.
-not generalisable from brain damaged
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MSM EVAL
-cant explain KF
+ can explain HM, separate stores as get better at stars but not remember doing it.
-not unitary( fixed with WMM)
+CDC evidence
+lab experiments high control
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Explanations for forgetting- interference
Proactive interference-old interfering with the new
Retroactive interference - new interfering with the old
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Explanations for forgetting-interference EVAL
+Real world interference- proactive- baddley and hitch, rugby players, those who played most games had worse recall on all teams they played against.
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Explanations for forgetting-cues
Context dependent- being in a different context has worse recall as there are no adequate cues
State dependent- different moods or state of being had worse recall as not adequate cues
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Explanations for forgetting-cues EVAL
Context-Godden and baddey- deep sea divers, recall was better when tested in the same context they learnt.
State- Carter and cassaday, ppts antihistamines , recall better when in same state they learnt
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Retrieval failure theory
The reason we forget is we don’t have sufficient cues so we have trouble recalling info( accessibility theory )
Cue-when we encode a memory we also code the info around it .
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Primacy resency
Murdock , remember first and last but not stuff in the middle. At beginning put in LTM, at end in STM
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EWT
An account given by people that witnessed an event, can be given in court or police investigation. Importance= large level of miscarriages (false info) and has high cost when wrong. Must be reliable and valid
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Leading questions
A directed question that may imply a specific response, most vulnerable if you believe the person or if you feel they know more than you
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PED
EWS talk after an event, can distort or create new memories.can change schema or be influenced by stereotypes
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PED evidence
Gabbert et al, ppts asked to watch a video of a girl stealing a wallet, only one person actually saw her take the wallet. they were then reunited and encouraged to discuss.
71%falsely recalled her stealing
0% control group had false memories
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Loftus and palmer study 1 and 2: aims
1. to see if the verb used will change the perspective of the eyewitness.
2.to determine if leading questions would influence the response of an eyewitness
IV=verb
DV=speed/glass
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L+P procedure
1.45 ppts in 5 groups of 9, shown 7 clips of car accidents, each one 5-30 seconds long, then given a questionnaire," about how fast were the cars going when they ........"
2.150 ppts into 3 groups of 50, 1 min film with a 4-sec scene of a car crash. one g
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L+P results
1.smashed=40.8 mph
contacted=31.8 mph

2.smashed=16 yes 34 no
hit=7 yes 43 no
control=6 yes 44 no
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anxiety
a level of arousal, physiological or emotional, feeling of fight or flight. heart rate increases, the accuracy of EWT.yet normal reaction.
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negative effects of anxiety
johnson and scott= investigated the effects of anxiety on EWT.ppts in 2 groups.
1.heard an aggressive argument then saw a man come out with a knife and bloody hands. 33% accurate
2.heard a small argument, a man walks out with greasy hands and pen. 49% acc
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negative effects of anxiety 2
Pickel-230 psych students shown a 2-minute video recording of a hairdresser studio, 5 conditions(hairdresser holding)
1.scissors(high threat-normal)8.14
2.handgun(high threat-unusual)7.83
3.wallet(low threat-normal)8.53
4.raw chicken(low threat unusual)7.
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neg anxiety eval
pickel=
- is it the unusualness, not the weapon
+lab experiment
-not generalizable
johnson and scott=
+lab expt
-surprised not anxious?
+research support London dungeon study, high anxiety=bad recall
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weapons focus and tunnel vision
the idea that people will focus on a weapon as it poses a threat so little attention will be put to the envt.
tunnel theory=Loftus eye movement study.
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anxiety positive
because in a state of arousal, in f/f you are alert so memory will be better.
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anxiety positive evidence
yuille and cutshall=real life event, shop robbed, owner/robber shoot out-owner injured, robber killed.13 agreed to follow up interview in 4 months those with high anxiety had 88% accurate recall.

Christianson and huibinette=sweedish bank robbery real lif
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explaining the contradicting research
Yerkes and Dodson (curve), higher levels
of anxiety=higher performance up to a point, when it exceeds the limit, performance decreases.

Deffenbacher=once optimal level is reached then any additional stress will push off the catastrophe point, and decrea
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cognitive interview
police interview technique for witnesses encourages them to recreate context to better recall evvents.1.recall everything
2.reinstate context
3.change order
4.change perspective
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enhanced CI
made by fisher to be more efficient
1.focus on social dynamics
2.don't distract or interrupt
3.reduce anxiety
4.remind not to guess
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Other cards in this set

Card 2

Front

STM and LTM- baddeley, list of words to 4 groups LTM worse with semantically similar words

Back

MSM coding evidence

Card 3

Front

SR- few seconds
STM- 15-30 sec (18 average)(Peterson and Peterson)
LTM- lifetime

Back

Preview of the back of card 3

Card 4

Front

SR- 9 units
STM-7+_2 (Miller)
LTM- unlimited

Back

Preview of the back of card 4

Card 5

Front

Episodic- events e.g wedding, requires conscious effort and is declarative +time stamp.
Semantic - meaning of things or facts e.g capital of France, requires conscious effort and is declarative with no time stamp.
Procedural- muscle memory e.g how to ride

Back

Preview of the back of card 5
View more cards

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