memory ; coding, capacity + duration

HideShow resource information
KEY TERMS
ODJF
1 of 85
coding
format information is stored in in various stores
2 of 85
capacity
amount of information that can be held in a store
3 of 85
duration
length of time information can be held in a store
4 of 85
short-term memory
limited capacity store
5 of 85
stm coding
acoustic
6 of 85
stm capacity
5-9 items avg
7 of 85
stm duration
18-30seconds
8 of 85
long term memory
permanent memory store
9 of 85
ltm coding
semantic
10 of 85
ltm capacity
unlimited
11 of 85
ltm duration
lifetime
12 of 85
CODING RESEARCH
SIDNFS
13 of 85
what is the process of converting information from one form to another called?
coding
14 of 85
what did baddeley's coding research do?
give different lists of words to four groups pps to remember
15 of 85
what were the four groups?
acoustically similar / acoustically dissimilar / semantically similar / semantically dissimilar
16 of 85
then what were pps asked to do?
recall in correct order
17 of 85
when had to recall immediately after hearing what memory store is this using?
stm
18 of 85
which group did worse on stm?
acoustically similar words
19 of 85
which suggests?
stm info coded acoustically
20 of 85
when asked to recall 20mins after being shown original what store is this testing?
long term
21 of 85
which group did worse?
semantically similar
22 of 85
which suggests?
ltm info coded semanticaly
23 of 85
EVALUATION
SKDNFS
24 of 85
:( artificial stimuli
sdinf
25 of 85
why were the words lists artificial to the semantic group?
they had no real meaning to the pps
26 of 85
what does this mean we should be cautious when doing?
generalising the findings of memory research
27 of 85
because what may happen when processing more meaningful info through stm?
it could use semantic coding
28 of 85
therefore the findings in the study have limited?
application
29 of 85
RESEARCH ON CAPACITY
sdjfnsjdnfksnfjsfn
30 of 85
digit span
sdnfsdf
31 of 85
what is capacity?
how much info can STM hold at any one time
32 of 85
what was jacobs technique to measure digit span?
give pps 4 digits and ask pps to recall them aloud, if correct try 5 until reach max
33 of 85
what did jacobs find was the mean span for digits across pps?
9.3 items
34 of 85
and the mean span for letters?
7.3
35 of 85
span of memory and chunking
sdfnsndf
36 of 85
what did miller make observations of?
everyday practice
37 of 85
for example noted specifically things tend to come in groups of?
7
38 of 85
what does this suggest about STM capacity?
around 7 items + / - 2
39 of 85
but also noted what about recalling 5 words vs 5 letters?
people can recall both the same
40 of 85
and how did he claim they did this?
chunking
41 of 85
which means?
grouping sets of digits or letters into units / chunks
42 of 85
EVALUATION
SDFIS
43 of 85
:( LACKS VALIDITY
IGDF
44 of 85
conducted a long time ago, so what type of validity?
temporal validity
45 of 85
but also what did early psychological rsrch lack?
adequate control
46 of 85
meaning findings wouldn't be valid because what wasn't controlled properly?
confounding variables
47 of 85
however what suports it's validity?
similar findings from other research
48 of 85
:( not so many chunks
dnidf
49 of 85
suggested miller overestimated what?
stm capacity
50 of 85
eg cowan reviewed rsrch and conc capacity was?
4 chunks
51 of 85
what does this suggest about what parts of millers estimates were appropriate?
the lower end of five items more appropriate than sevem
52 of 85
RESEARCH ON DURATION
SDFNIS
53 of 85
stm duration
dsinfs
54 of 85
how many undergrad students did peterson and peterson test?
24
55 of 85
each student took part in how many trials?
8
56 of 85
on each trial what was the student given to remember?
nonsense trigram
57 of 85
then asked to do what?
count backwards from 3 digit number until told to stop
58 of 85
why?
prevent mental rehearsal
59 of 85
what were the trial intervals on each? (S)
3, 6, 9, 12, 15, 18
60 of 85
what are these second lengths called?
retention interval
61 of 85
what did this research suggest about stm?
short duration unless repeated
62 of 85
duration of ltm
dingdigd
63 of 85
how many pps did bahrick study?
392
64 of 85
from?
ohio
65 of 85
aged between?
17-74
66 of 85
what did he use to test them?
high school yearbooks
67 of 85
what was photo-recognition testing?
50 photos, some of which from high school pps had to point out
68 of 85
or what was free recall test?
asked to recall all names of graduating class
69 of 85
ppl tested w/in 15yrs grad were bout how accurate in photo recognition?
90%
70 of 85
after 48 years, recall declined to?
70%
71 of 85
and after 15 yars what was free recall?
60%
72 of 85
and after 48
30%
73 of 85
what does this show about ltm?
it can last a v long time
74 of 85
EVALUATION
DGN
75 of 85
:( peterson + peterson meaningless stimuli
sidgnsidn
76 of 85
what does trying to memorise nonsense trigrams not reflect?
real-life memory activities
77 of 85
?
bc then we're trying to remember something meaningful
78 of 85
so we can say the study lacks?
external validity
79 of 85
however there are some fairly meaningless things we try remember like?
phone numbers
80 of 85
:) higher external validity
iugdng
81 of 85
why?
real-life semantic memories studied
82 of 85
when ltm research conducted with meaningless pictures what was found?
recall rates were lower
83 of 85
but what is the downside of real-life research?
no controll confounding variables
84 of 85
such as?
amount of times pps looked @ yearbook over years
85 of 85

Other cards in this set

Card 2

Front

coding

Back

format information is stored in in various stores

Card 3

Front

capacity

Back

Preview of the front of card 3

Card 4

Front

duration

Back

Preview of the front of card 4

Card 5

Front

short-term memory

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 »