Memory key terms

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  • Created by: gemshort
  • Created on: 19-01-18 22:48
Capacity
The amount of information than can be stored in your memory
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Duration
How long the information can be stored for
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Encoding
The form the information is best transferred in your memory as
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Semantic memory
Stores information about the world; conscious and declarative
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Procedural memory
Responsible for knowing how to do things, i.e. memory of motor skills; unconscious and automatic
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Episodic memory
Stores information about events we have experienced; conscious and declarative
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Central executive
Responsible for attentional processes, monitors incoming data and decides how it should be directed to the different slave systems
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Phonological loop
Processes auditory information and the order of information; acoustically coded; limited capacity of 2 seconds worth of what you can say; includes the phonological store and articulatory process
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Phonological store
Part of the phonological loop; stores the words heard
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Articulatory process
Part of the phonological loop; repeats words heard (maintenance rehearsal)
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Episodic buffer
Integrates material from the other components, maintains a sense of time sequencing and acts as a bridge between the WMM and LTM; limited capacity of four chunks of information
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Visuo-spatial sketchpad
Processes visual and spatial information; iconically coded; limited capacity of three or four objects; include the visual cache and inner scrbe
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Visual cache
Part of the visuo-spatial sketchpad; stores visual data
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Inner scribe
Part of the visuo-spatial sketchpad; records visual arrangement of objects
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Proactive interference
Old memories interfere with new memories, making it difficult to remember new memories, e.g. calling your current girlfriend by your ex-girlfriend's name
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Retroactive interference
New memories interfere with old memories, making it hard to remember old memories, e.g. forgetting the name of your old class because you have learnt the names of your new class
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Endel Tulving's encoding specificity principle
In order to remember information, the same cue (trigger) must be present at both encoding and retrieval, e.g. learning something in one classroom and finding it hard to remember in a different classroom
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Forgetting due to lack of meaningful cues
When forgetting occurs because cues are missing; these cues are relevant to what needs to be memorised, e.g. when a memorisation technique is used
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Context-dependent forgetting
When forgetting occurs because external cues are missing, e.g. location or temperature
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State-dependent forgetting
When forgetting occurs because internal cues are missing, e.g. mood or alertness
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Eyewitness testimony
The ability of people to remember details of events, such as accidents and crimes, which they themselves observed
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Misleading information
Incorrect information given to the eyewitness after the event which can alter their testimony; includes leading questions and post-event discussion
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Leading questions
A question that suggests a certain answer, e.g. 'Was the knife in the accused's left hand?'
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Post-event discussion (PED)
When witnesses discuss the event and this influences their memory of it
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Anxiety
A state of emotional and physical arousal, for example, feeling tension and increased heart rate; this can affect the accuracy of eyewitness testimony
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Weapon-focus effect
Loftus argued that people focus on the weapon to the extent that they cannot remember other details from the event
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Yerkes-Dodson curve
Yerkes predicted that different levels of anxiety have different effects of memory recall; high/low anxiety = low recall whereas medium anxiety = high recall
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Report everything (RE)
Witnesses are encouraged to include every single detail, even though it may seem irrelevant; trivial details may be important or trigger other memories
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Context reinstatement (CR)
The witness should return to the crime scene in their mind and imagine the environment and their emotions; this is related to context-dependent forgetting
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Recall from a changed perspective (CP)
Witnesses should recall the event from another perspective, which disrupts the effect of schema and expectations on recall; the schema you have for a setting generates expectations of what happened
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Recall in reverse order (RO)
Events should be recalled in an order other than chronological, which is done to prevent people reporting their expectations of how the event happened rather than what actually happened; it also prevents dishonesty
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Other cards in this set

Card 2

Front

How long the information can be stored for

Back

Duration

Card 3

Front

The form the information is best transferred in your memory as

Back

Preview of the back of card 3

Card 4

Front

Stores information about the world; conscious and declarative

Back

Preview of the back of card 4

Card 5

Front

Responsible for knowing how to do things, i.e. memory of motor skills; unconscious and automatic

Back

Preview of the back of card 5
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