Memory psychology
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Memory psychology - Details
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210 questions
| 🇬🇧 | 🇬🇧 |
| What is input? | Information received through the senses from our environment |
| What is processing? | One process involves encoding which involves turning sensory information into a form that can be used a stored in the brain. |
| What is storage? | When memories are created, they are retained in the brain |
| What is output? | When the memories are retrieved, they produce a specific behavior |
| What is acoustic encoding? | The process of storing information as a sound |
| What is visual encoding? | The process of storing information as a picture |
| What is semantic encoding ? | The process of storing the meaning of information |
| What needs to happen for something to be stored in your memory ? | The person has be paying attention |
| Strength of the Peterson and Peterson study? | Controlled experiment, the participants had practice trials so they understood the instructions, ppts confusion did not interfere with the measure of the DV. |
| What were they trying to find? | The duration of short-term memory to provide empirical evidence for the multi-store model |
| Sample for the study? | 24 psychology undergrad students |
| What did the green and red light from the black box mean? | Green - the trail was ready to begin Red - stop counting and recall the trigram |
| What was the trigram at the beginning of each trial? | A trigram followed by a number which the participant had to count backwards from in 3's or 4's |
| Why did the ppt's have to count backwards from the trigram? | To minimise rehearsal between the presentation and recall. |
| How many times were the participants tested and which intervals? | 8 times 3,6,8,12,15 and 18 seconds after the red light. |
| How much could the participant recall with the 3 seconds interference interval? | Over 50% of the trigrams accurately |
| How much did the amount drop from 15 seconds onwards ? | Dropped to less than 10% from 15 seconds onwards |
| What does this study tell us about short term memory? | Decays rapidly from short-term memory, accurate recall of the trigrams decreasing rapidly over the duration of 18 seconds. |
| Weakness of the Peterson and Peterson study? | Only 24 students, the sample is not representative, they could be better or worse at memory tasks than other ppl. |
| Weakness of the Peterson and Peterson study? | Not a realistic memory task, not applicable to explain duration of the STM in a real life settings. |
| Strength of the Peterson and Peterson study? | Standardised instructions, explain how the 'black box' worked, so the experiment can be replicated consistently |
| Strength of the Peterson and Peterson study? | Controlled experiment, the participants had practice trials so they understood the instructions, ppts confusion did not interfere with the measure of the DV. |
| What is the capacity of the STM? | Around 7 bits of information. 7, plus or minus 2 items |
| What is the capacity of LTM? | It is potentially limitless |
| What is the duration of the STM? | Around 18 seconds without rehearsal |
| What is the duration of the LTM? | A few minutes to a lifetime |
| What is the main from of encoding used for LTM? | Mainly semantic |
| What are the 5 inputs of the MSM | Sensory register Iconic memory Echoic memory Gustatory memory Olfactory memory Tactile memory |
| What is iconic memory? | Visual |
| What is echoic memory ? | Sounds |
| How does the input go to the output on the MSM | By paying attention. |
| How does the STM get to the LTM? | By rehearsal |
| What supports the MSM? | The Peterson and Peterson, they show that rehearsal is important to transfer form STM to LTM. |
| Whats wrong with the MSM ? | Its too simplistic, the LTM only having a single store is too simplistic, could suggest that there is more than one storage. |
| Who challenges the MSM? | Clive Wearing. |
| What does Clive Wearing suggest? | That there could be more than one aspect when it comes to the LTM, especially with medical issues. But he did support that there are 2 different parts |
| Strength of MSM? (application) | Real life application to help people understand memory |
| Strength of MSM? (Structure) | Gives a systematic structural suggestion of how memory works |
| Who critics the MSM? | HM, different parts of memory that the MSM didn't explain. |
| A weakness of MSM? (fb memories) | Flashbulb memories are memories of shocking events which was very vivid and precice in memory. Doesn't explain how some memory can be stored in LTM without rehersal. |
| What is displacement in the STM? | Automatic decay or fading of the memory trace |
| What is the decay in the STM? | Memories, both old and new, interfere and disrupt one another |
| What is the interference of the LTM? | Automatic decay or fading of the memory trace. Focuses on the time and the limited duration of the short term memory |
| What is the Decay of LTM? | When the STM is 'full', new information displaces or 'pushes out' old information and takes its place. |
| What is retrieval failure of the LTM? | Information is in the LTM but can't be accessed. Information is said to be available but unaccessible. |
| What is retrograde amnesia? | When someone suffers from a brain injury and can't remember information from before the injury |
| What is anterograde amnesia? | The inability to story any new long-term memories following a brain injury. |
| Why did HM have the surgery ? | He had debilitating epilepsy |
| What did the surgery remove and in attempt to do what? | Remove his hippocampus to control his epilepsy |
| What did the surgery damage the ability to? | Damaged ability to make new long term memories |
| What could HM still remember after the surgery ? | He could still remember childhood memories but nothing a few years before surgery |
| What amnesia did HM have? | Anterograde amnesia, and some elements of retrograde amnesia |
| Does this support or challenge the MSM? | It supports the MSM because it shows that there are 2 separate storages. (STM and LTM) |
| A problem with this case study? | Unethical made him seem like a science project. |
| A problem with this case study? | It has low generalisability, only focus on one person |
| A problem with this case study ? | Low internal validity, various sources of data |
| A strength with this case study? | Rich, meaningful data - detailed and in depth (qualitative data) |
| What were the 2 types of memory found? | Procedural and Declarative memory. The procedural memory was still in tact. |
| What are schemas? | An organised system of information or knowledge that we have on a particular event or situation. |
| How do schemas develop? | Through personal experiences and influence how we perceive and remember. |
| What do schemas help us do? | Make more sense of the world around and helps us to 'fill in the gaps' |
| What is active reconstruction? | A memory that is not an exact copy of what you experience, but a reconstructive of the event that has been influence by your schemas. |
| What are 2 ways that our schemas affect recall and memory? | Familiarisation and omissions |
| What is familiarisation? | Changing unfamiliar details so that they fit our own schemas |
| What is omissions? | When we leave out details |
| What are 2 reasons for these changes? | Rationalisation and transformations |
| What is rationalisation? | Adding details to give more meaning to something that may not have fitted with original schema. |
| What is transformations? | When the details are changed |
| What does Bartlett think about memories? | They are active reconstructions that are affected by our schemas that are unique to us and formed through life experiences. |
| What is an example of omissions that Bartlett found? | Participants left out unfamiliar place name when why retold 'war of the ghosts' |
| What is an example of transformations that Bartlett found? | Ppts changed canoes to boats, making it more more familiar and meaningful (familiarisation and rationalisation |
| Strength of Bartlett's theory of reconstructive memory? | Has real life application, it can help understanding of eyewitness testimony and why it may be unreliable. |
| Strength of Bartlett's theory of reconstructive memory? | Used storytelling as a memory task which is something people do in everyday life, this means it has high ecological validity. |
| A weakness of Bartlett's theory of reconstructive memory? | Lacked control, did not control the time intervals, low internal validity |
| A weakness of Bartlett's theory of reconstructive memory? | Not subjective because it a holistic approach in his research. More interested in individual memoires rather than using scientific methods to support theory. |
| What is coding? | The process of converting information from one form to another. Once it gets into the memory system, it is stored in different formats, depending on the memory store. |
| What was Baddeley's study? | Understand coding in the STM and LTM. Group 1: acoustically simliar words Group 2: acoustically dissimilar words Group 3: Semantically similar Group 4: Semantically dissimilar |
| What was the procedure of Baddely's study? | Recall the list immediatley for STM recall and 20 minutes later for LTM recall. |
| Results of Baddely's study? | For STM, tend to do worse with acoustically similar words For LTM, tended to do worse with semantically similar words Suggests: STM is coded acoustically and LTM is coded semantically. |
| Strength of Baddely's study? (3) | High generisability, more likely to be repersentative (72 ppts) High ecological validity, real life application High reliability, due to standardised procedures |
| Weakness of Baddely's? (2) | Not repersenative by splitting participants into 4 different groups Low ecological validity due to lack of mundane realism and it being in a lab. |
| What is capcity? | Refers to the amount of information that can be held in a memory store |
| What was jacods study and procedure and pariticipants? | Measured digit span. Had to read a list and add a digit a time and the one they got up to was their digit span 443 female ppts, aged 8-19 |
| Results of Jacobs study? | Mean span for digits across all participants was 9.3 items and 7.3 span for letters. |
| Strength of Jacob's study? (3) | High generisability, more likely to be repersentative High ecological validity, real life application High reliability, due to standardised procedures |
| Weakness of Jacob's study? | Gender bias, age bias, doesnt consider age as a factor Low ecological, lack of mundane realism and it took place in a lab too. |
| What was Miller's study? | To support capacity of STM and Jacob's study Found that the capacity of STM was 7 plus of minus 2 items. Chunking allowed for 5 words can be recalled just as well as 5 letters. |
| What was Bahrick's study, procedure and particiapnts? | Testing duration of LTM 1. Photo-recongnition, 50 photos of some of participants high school yearbook 2. Free recall test, recalled all the names of thier graduating class. 392 ppts, from Ohio ages 17-74 |
| Results of Bahrick's study? | Within 15 years of graduation were 90% accurate in photo recognition and 60% with free recall. AFter 48 years, recongition for photos was 70% and 30% for free recall. |
| Strengths of Bahrick's study? (2) | High generalisability, high sample with good age range High ecological validity, can be applied to real life, task is realistic |
| Weakness of Bahrick's study? (3) | Low generalisability, cultural bias from Ohio Low ecological, takes place in a lab envrionment Unable to explain why there is come decline in recall accuracy. |
| What study supports coding in the STM and LTM? | Baddely's study |