Memory AQA psychology
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Memory AQA psychology - Marcador
Memory AQA psychology - Detalles
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| 🇬🇧 | 🇬🇧 |
| Coding | Way in which information is changed and stored in memory |
| Duration | Length of time that information is held in memory store |
| Capacity | Amount of information that can be stored |
| Multistore model origin | Proposed by Atkinson and Shiffrin and was one of the earliest model of memory. Based on belief that we process memory the same way computers do |
| Components of msm | Sensory register -> short term memory -> long term memory |
| Sensory register storage | - storage of brief sensory events like sound, scent and taste - duration is very limited around 250 ms - capacity is very large, unknown exact number |
| Jacobs research on capacity of stm | - jacobs said there is a limit to what can be stored in stm - 5 to 9 pieces of info - chunking information can make it easier to remember - digits are easier to remember than words |
| Jacobs research on capacity of stm | - jacobs said there is a limit to what can be stored in stm - 5 to 9 pieces of info - chunking information can make it easier to remember - digits are easier to remember than words |
| Jacobs research on capacity of stm | - jacobs said there is a limit to what can be stored in stm - 5 to 9 pieces of info - chunking information can make it easier to remember - digits are easier to remember than words |
| Jacobs research on capacity of stm | - jacobs said there is a limit to what can be stored in stm - 5 to 9 pieces of info - chunking information can make it easier to remember - digits are easier to remember than words |
| Jacobs research on capacity of stm | - jacobs said there is a limit to what can be stored in stm - 5 to 9 pieces of info - chunking information can make it easier to remember - digits are easier to remember than words |
| Jacobs research on capacity of stm | - jacobs said there is a limit to what can be stored in stm - 5 to 9 pieces of info - chunking information can make it easier to remember - digits are easier to remember than words |
| Jacobs research on capacity of stm | - jacobs said there is a limit to what can be stored in stm - 5 to 9 pieces of info - chunking information can make it easier to remember - digits are easier to remember than words |
| Jacobs research on capacity of stm | - jacobs said there is a limit to what can be stored in stm - 5 to 9 pieces of info - chunking information can make it easier to remember - digits are easier to remember than words |
| Jacobs research on capacity of stm | - jacobs said there is a limit to what can be stored in stm - 5 to 9 pieces of info - chunking information can make it easier to remember - digits are easier to remember than words |
| Short term memory | - temporary storage system that processes incoming sensory memory - duration is limited, around 20 seconds (research by peterson and peterson) - coding is acoustin (Baddely) - capacity : limited 7+/- 2 chunks of information (miller) |
| Miller (1956) research into STM | STM has limited capacity of 7+/-2 chunks of info. EVAL POINT Miller’s research did not take age into account when considering what could affect STM. Also we don't know how big of a chunk of info we can store in STM |
| Peterson & Peterson (1959) research into duration of stm | STM has a limited duration of 20 seconds. EVAL POINT ppts were psychology students who may have demonstrated demand characteristics. Low ecological validity, as the experiment does not reflect real situations. Highly controlled. |
| Baddely (1966) into coding of STM | Found that STM (direct recall) : acoustically similar. LTM (20 mins later) : semantically similar. EVAL POINT Good sample size. Controlled experiment. Low ecological validity. |
| LTM | Capacity : unlimited duration : lifetime (bahrick) coding : semantic (baddley) |
| Explicit memory | Those we consciously try to remember and recall eg episodic and semantic memory |
| Implicit memory | Memories that arent part of our consciousness. memories formed from behaviour eg procedural memory |
| Procedural memory | Stores information on how we do things, like riding a bicycle. no conscious recall |
| Semantic memory | Knowledge is stored in semantic memory |
| Episodic memory | Events we have personally experienced |
| SUPPORT for MSM | HM suffered from epilepsy. He damages his hippocampus, he had amnesia. Procedural memory was still intact but he couldnt form new episodic or semantic memories. His STM and LTM weren't connected. This supports MSM's theory that the STM and LTM are located in different places. |
| LIMITATION of MSM | - machine reductionism - |
| Peterson and Peterson | - 24 psych students participated - participants had to try and recall three letter consants after different intervals - ppts would recall fewer trigrams as time gap increased - STM has limited 20s duration when we cant rehearse information |
| Bahrick et Al | - tested long term memory of nearly 400 ppts - tested at different years after graduation - name recognition maintained the highest accuracy |
| Jacobs research on capacity of stm | - jacobs said there is a limit to what can be stored in stm - 5 to 9 pieces of info - chunking information can make it easier to remember - digits are easier to remember than words |
| Baddeley research into STM and LTM coding | - ppts were given four sets of words - stm is acoustically coded - ltm is semantically coded |
| Working memory model | Proposed by Baddeley and Hitch (1974), proposes a multi component model of short-term memory. consisting of - central executive - phonological loop - visuo spatial sketchpad - episodic buffer |
| Central executive | - attentional system - proccesses all sensory information and directs information to appropriate component - has limited unknown capacity - little is known about the CE |
| Phonological loop | Deals with auditory information and consists of the phonological store and articulatory process - phonological store, stores the words you hear - articulatory process allows for maintenance rehearsal |
| Visual spatial sketchpad | Stores visual and spatial information helps people to navigate around and interact with their physical environment. - visual cache, stores visual data - inner scribe - records arrangement of objects - Baddeley says it has a limited capacity |
| Episodic buffer | - temporary store for information, intergrating visual, spatial and verbal information processed by other stores and maintaining a sense of time sequencing. the episodic buffer links WM to LTM |
| SUPPORT for WMM | - case study support from KF - KF had poor STM for auditory information but could process visual information normally - by the WMM, this suggests KF's phonological loop was damaged but his visuo-spatial sketchpad was intact. SUPPORTS existence of separate visual and acoustic memory stores. |
| LIMITATION of WMM | - lack of clarity over nature of central executive. not a lot of research done on it - so it is considered an unsatisfactory component and this challenges the integrity of WMM |
| Why do we forget? LTM | - accessibility : information that was once stored is difficult to retrieve - interference : memory is inaccessible because of old or new information blocking interval |
| Why do we forget? STM | - lack of availability, because STM has small capacity. information is pushed out |
| Interference | - forgetting because one memory blocks another, causing one or both memories to be distorted or forgotten |
| Proactive interference | - forgetting occurs when OLDER memories, already stored, disrupt the recall of NEWER memories |
| Retroactive interference | Forgetting occurs when NEWER memories disrupt the recall of older memories already stored. |
| Research on effects of similarity | MCGEOCH AND MCDONALD - studied retractive interference by changing the amount of similarity between two sets of materials. - when ppt were asked to recall the original list of words, most similar material produced worst recall. - interference is strongest when the memories are similar |
| LIMITATION of interference | - interference is temporary and can be overcome by using cues - tulving gave ppts lists of words, interference got worse as more words were given - but when cues were given, recall rose again. |
| Retrieval Failure | Form of forgetting when we do not have necessary cues to access information. Memory is still available, just not accessible till the needed cue is provided. |
| Cue | A trigger of information that allows us to access a memory. Cues can be direct(meaningful) or indirectly linked by being encoded at time of learning. |
| Encoding Specificity Principle | - present at encoding - present at retrieval |
| Context Dependent Forgetting | Recall depends on external cue like weather or place |
| State Dependent Forgetting | Recall depending on internal cue (feeling happy or drunk or high) |
| Research on context dependent forgetting | Godden and Baddeley 4 conditions - deep divers - had to memorize a list on land or sea and recall underwater or on land. Results - accurate recall was 40% lower in non matching conditions. Conclusion - if external cues given while learning were not also present during recall, lead to retrieval failure. |
| Research on state dependent forgetting | Carter and Cassaday Gave antihistamines drugs to patients, made them drowsy - Four conditions - had to learn list of words and passage Results - mismatch between internal states lead to accuracy recall rates to be significantly worse. |
| STRENGTH of retrieval failure | - Real world application : can help to overcome forgetting in everyday situations. Even if it is not a drastic impact on forgetting it still matters. Next time we’re in a room and we forget what we went there for, we can remember to go and look for cues. Interference theory gives us real life strategies to tackle forgetting. |
| LIMITATION | - Recall VS Recognition : Godden and Baddley redid their experiment and asked their participants to recognize rather than recall. Results suggested that context dependent forgetting had no effect on recognizing. Retrieval failure only affects some forms of the memory being tested. |
| Anxiety has positive effect | Yuille and Cutshall Ppts witnessed actual shooting in a gun shop, owner shot down thief. Interviewed 4-5 months after the incident, asked to rate anxiety levels in a 7 point scale, and any aftereffects they felt, compared this to police interviews. Findings - Witnesses were very accurate with their details and there was very little change. Ppts with highest stress levels were most accurate - 88% compared to the less stressed group |
| Misleading Information | Incorrect information given to eyewitness usually after the event, many forms such as leading questions and post event discussion |
| Research on leading questions | Loftus and Palmer Procedure - 45 ppts, watched a video of car accidents. Then they asked a critical question(leading), ppts were asked “How fast were the cars when they ___ each other” and used different verbs of different severity. contacted, hit, bumped, collided, smashed Results - The softer word contacted resulted in a slower speed than smashed, the leading question biased the eyewitness |
| Research on post event discussion | Gabbert et al Procedure - studied ppts in pairs, each ppt watched the same video of the same crime but from different points of view. Then the ppts discussed what they had just seen individually. Results - 71% of ppts mistakenly recalled aspects of events that they did not see but picked up from discussion. Evidence of memory conformity. |
| EVALUATION of misleading information as factor effecting eyewitness testimony | - Real life application - important practical uses in police/justice. Shows that psychologists can play a big part in the legal system and improve accuracy of convictions/avoid misconvictions. - Lacks mundane realism - ppts in both experiments simply watched a video, this does not reflect real life scenarios. Research ppts are less motivated to be right as it is only an experiment not an important police investigation |
| Anxiety | State of emotional and physical arousal, normal reaction to stressful situations but can decrease accuracy of eyewitness testimony |
| Anxiety has negative effect (Weapon Focus) | Johnson and Scott Procedure - Ppts believed they were taking part in a lab study Results - In low anxiety conditions, 49% of them could recognize the correct man. High anxiety condition, only 33%. Ppts practiced tunnel theory where they could only focus on the bloody knife, this is why it's called weapon focus. |
| Anxiety has positive effect | Yuille and Cutshall Ppts witnessed actual shooting in a gun shop, owner shot down thief. Interviewed 4-5 months after the incident, asked to rate anxiety levels in a 7 point scale, and any aftereffects they felt, compared this to police interviews. Findings - Witnesses were very accurate with their details and there was very little change. Ppts with highest stress levels were most accurate - 88% compared to the less stressed group |