Psychology Memory

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  • Created by: Jess
  • Created on: 20-05-13 20:17
What is encoding?
Coding information in terms of the way it sounds or its meaning.
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What is capacity?
How much can be held in your memory. Capacity can be assessed by using digit span.
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What is duration?
Refers to how long a memory lasts before it is no longer available.
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ATKINSON AND SCHIFFRIN
invented the Multi - Store model of memory.
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Explain the multi store model of memory.
Sensory store composed of eyes, nose, mouth. Constantly recieving information & if attention is focussed on store than information is transferred to STM. Rehearsal transfers it to LTM.
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HM (case study)
Had hippocampus removed so could not form long term memories showing hippocampus may function as a memory gateway through which memories must pass before entering permanent stores.
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Evaulate Multi store model of memory.
Brain scans prove existance of seperate stores. Prefrontal cortex is active when using short term meory and hippocampus active when long term memory is engaged. Provides account of memory in structures and processes but oversimplified.
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BADDELEY AND HITCH
Developed Working memory model as they felt there was a number of STM stores as if you do two things at the same time using the same store you perform less well than if you do them separately.
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What is the Central executive?
Pays direct attention to particular tasks determining how resources are allocated to tasks.
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What is the Phonological loop?
Deals with auditory info and subivided into phonological store (holds words you hear) and articulatory process (used for words heard or seen)
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What is the visuo-spatial sketch pad?
Visual information is stored here and it is useful for when you have to plan a task.
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What is the episodic buffer?
General store that integrates information from central executive, phonological loop, sketch pad and long term memory.
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KF (case study)
Shows that STM works independently of LTM as he had difficultly dealing with verbal information but normal ability to process visual.
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EUR (case study)
Had cerebal tumour removed - performed well on tasks requiring reasoning but had poor decision making skills showing central executive is not wholly in tact.
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Evaluate working memory model.
Case studies of those with brain damage show that it is not clear whether changes in behavior are caused by damage. Offers a better account than the STM component of multi store model and emphasizes processes more than the MSM.
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LOFTUS AND PALMER
see if leading questions distorted accuracy of EWT recall. 45 students shown films of accidents and were asked how fast the cars were going when they hit/smashed/collided/bumped/contacted.
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CANADIAN ARMED ROBBERY
Interviewed 13 people who had witnessed robbery. Included 2 misleading questions but found that witnesses provided accurate recall showing post- event information may not effect memory in real life.
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Evaluate Eyewitness testimony research.
Lab based to hard to generalise to real world, people are rarely asked to estimate speed of a car, sample bias as just students were tested, influential because it has changed our take on EWT.
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DEFEENBAUCHER ET AL
Meta- analysis looking at effects of anxiety on recall - support for fact that high levels of stress negatively impact.
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CHRISTIANSON AND HUBINETTE.
Questioned 58 real witnesses to bank robberies - witnesses who had been threatened had a more accurate recall than onlookers. so small to medium anxiety may increase memory.
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LOFTUS ET AL (weapon focus)
One condition man emerged holding a pen and other condition man emerged holding a knife covered in blood. P's in first condition were 49% more accurate compared with 33% in condition 2.
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STEBLAY
Meta- analysis showed that presence of a weapon does reduce chances of witness correctly identifying person holding it.
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PARKER AND CARRANZA
Compared ability of primary school children and college students at correctly identifying target individual. Children had higher rate of choosing someone.
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YEARMEY
651 adults in public places had to recall characteristics of young woman. Young and middle aged were more confident.
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FISHER AND GEISELMAN
Developed cognitive interview based on proven psychological principles concerning effective memory recall.
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Explain ECOP.
Report everything: interviewee encouraged to report every single detail of event. Context: Interviewee encouraged to mentally recreate the environment from incident. Order: may reverse order in which events occured. Perspective: other witnesses.
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MILNE AND BULL
Undergraduate students and children interviewed using one component of CI. recall was broadly similar but 'report everything' and context gave best recall.
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COGNITIVE INTERVIEW META ANALYSIS
Found increase of 34% in amount of correct information generated compared to standard interview.
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MERMON
Found experienced detectives didnt improve recall of interviewees but success may depend on interviewer.
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Evaluate the cognitive interview
Time consuming to train inexperienced staff and is costly. Hard to evaluate as there's so many different versions.
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What is loci?
Requires learner to associate parts of material to be recalled with different places in order that they are to be recalled.
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How are memory improving strategies helpful?
By organising date we establish links that help recall & creates links or associations.
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What is chunking?
involves dividing a long string of information into memorable chunks.
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What is an acronym?
Where a word or sentence is formed from initial letters of other words.
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What is an acrostic?
Poem or sentence where the first letter in each line or word forms the item to be remembered.
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What are Independant groups?
When there are different participants in each condition.
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Strengths/Weaknesses of independent groups.
Recuded likelihood of demand characteristics but individual differences can affect result.
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What are matched pairs?
Participants matched on variables e.g gender, age, intelligence.
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Strengths/Weaknesses of matched pairs.
Reduced effect of individual differences but difficult to match on criteria exactly.
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What are repeated measures?
Same participants in each condition.
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Strengths/Weaknesses of repeated measures.
Needs fewer participants but there is an increased chance of demand characteristics.
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What is the Independant variable?
Variable that is manipulated by the researcher.
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What is the Dependant variable?
Variable that is measured.
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Other cards in this set

Card 2

Front

What is capacity?

Back

How much can be held in your memory. Capacity can be assessed by using digit span.

Card 3

Front

What is duration?

Back

Preview of the front of card 3

Card 4

Front

ATKINSON AND SCHIFFRIN

Back

Preview of the front of card 4

Card 5

Front

Explain the multi store model of memory.

Back

Preview of the front of card 5
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