memory

• Outline research on Coding

  Baddley Lists of words given to four groups to remember;

  - Group 1= Accousticlly similar

  - Group 2= Accousticallly dissimilar

  - Group 3= Semantically similar

  - Group 4= Semantically dissimilar

  When recalling immediatly after learning = Worst with acoustically similar = STM coded accoustically With a 20 minuet interval = Worst with semantically similar = LTM coded accoustically
• Outline research on Capacity

  Digit Span = Jacobs

  - Researcher asks participant to recall a list of numbers in the correct order

  - Singular digits are added until failure

  Digit span = 9.3

  Letter span = 7.3

  
  

  Miller - Made observations of everyday practice

  - Noted things come in 7's = Millers magic number 7+-2

  Chunking = grouping letters anddigitss into units or chunks
• Outline research on STM duration STM = Peterson and Peterson Tested 24 undergraduate students in 8 trials

  • asked to recall trigrams at different intervals
  • Student asked to count back from that number until told to stop = to prevent rehearsal
  • Each trial student asked to stop after 3, 6, 9, 12, 15 or 18 seconds (retention interval)
  • Correct responses decreased with longer retention interval = STM has a short duration (15-30 sec)
• Outline research on LTM duration LTM = Bahrick - 392 Participants from Ohio aged 17-74 - High-School yearbooks obtained for each participant 1) Photo recognition of 50 photos = Within 15 years of graduation = 90% accuracy = After 48 years = 70% 2) Free recall of people in graduating class = Within 15 years = 60% = After 48 years = 30%
• Who came up with the multi-store model of memory? Atkinson and Shiffrin
• What is the second type of rehersal found by craik and watkins? Elaborative = Linking information to existing knowledge
• What is maintainance rehersal? Repeating and rehersing information
• What is episodic memory? - Longterm memory store for personal events eg. Events - Retreived conciously
• What is semantic memory? - Longterm memory store for our knowledge about the world eg. Facts - Retreived conciously
• What is procedural memory? - Long term memory store for our knowledge of how to do things eg. learned skills - Unconcious retrieval
• Outline Clive Wearing. - Had a sever form of amnesia caused via a disease that attacked his hippocampus - Can still play the piano - Knows he has children but doesnt remember their names - Greets second wife as though he hasn't seen her for years everytime
• A01 for explanations for forgetting: interference

  Interference = forgetting as one memory blocks another

  Retroactive Interference = New memories disrupt old

  Proactive Interference = Old memories disrupt new

  Mcgeoch and Mcdonald study

  • effect of similarity
  • Participants had to learn a list of 10 words to 100% accuracy. Then learn a new list. - Group 1 = Synonyms - Group 2 = Antonyms - Group 3 = Unrelated words to the original - Group 4 = Consonant syllables - Group 5 = 3 digit numbers - Group 6 = no new list = Most similar words had worst recall
• Whats retroactive interference? Retroactive Interference = New memories disrupt old
• What's proactive interference? Proactive Interference = Old memories disrupt new
• Outline Mcgeoch and Mcdonald study . Mcgeoch and Mcdonald study = effect of similarity - Participants had to learn a list of 10 words to 100% accuracy. Then learn a new list. - Group 1 = Synonyms - Group 2 = Antonyms - Group 3 = Unrelated words to the original - Group 4 = Consonant syllables - Group 5 = 3 digit numbers - Group 6 = no new list = Most similar words had worst recall
• A01 for explanations for forgetting: retrival failure Retrival failure = when we dont have the neccasary cues to access a memory. Encoding specificity principle (Tulving) - If a cue is to help us recall it must be present at encoding and retrival Context dependant (Baddeley and Godden) In this study they got deep sea divers to remember a list of words in one of four conditions - This created four conditions: 1) Learn on land - recall on land 2) Learn on land - recall underwater 3) Learn underwater - recall underwater 4) Learn underwater - recall on land = Accurate recall was 40% lower i...
• What is retrival failure? Retrival failure = when we dont have the neccasary cues to access a memory.
• Who came up with the encoding specifiicity principle (ESP)? Tulving
• Outline the encoding specificity principle. Encoding specificity principle (Tulving) - If a cue is to help us recall it must be present at encoding and retrival
• Outline Baddley and Goddens study. Context dependant (Baddeley and Godden) In this study they got deep sea divers to remember a list of words in one of four conditions - This created four conditions: 1) Learn on land - recall on land 2) Learn on land - recall underwater 3) Learn underwater - recall underwater 4) Learn underwater - recall on land = Accurate recall was 40% lower in the non-matching conditions. = The external cues available at encoding were different from the ones at recall and this led to retrieval failure.
• Outline Carter and Cassadays study. State dependant (Carter and Cassaday) - They gave anti-histamine drugs (for hay-fever) to their Ps. - The anti-histamine drugs had a mild drowsy effect - The Ps had to learn lists of words and passages of prose and then recall the information, again creating four conditions: 1) Learn on drug - recall when on it 2) Learn on drug - recall when not on it 3) Learn not on drug - recall not on drug 4) Learn not on drug - recall on drug = mismatch performance on the memory test was significantly worse. > So when the cues are absent then there is more forgetting
• What did Baddley and Godden find in a replication of their study? - When asked a question where they had to recognise a word from their list rather than recall = No context-dependant forgetting - Retrival failure is only an issue with certain types of test
• Who argues retrival failure is the main reason for forgetting in the LTM? Eysenck
• What are two examples of misleading information. - Leading questions - Post event discussion
• Whats confabulation? - When you recall something thats not true. - Your memory has corrupted and is now holding invalid information. - NOT THE SAME AS LYING THOUGH
• What are the two explanations for why leading questions impacts EWT. - Response bias explanation = Wording changes how the participant chooses to answer - Substitutional explanation = Wording actually changes pps memories = (Loftus and palmer) pps w/ word 'smashed' more likely to see broken glass over those who heard 'hit
• Outline the procedure of Loftus and Palmers study - 45 students watched 7 films of car crashes then given a questionnaire with filler questions and a critical question asking them to estimate speed using 5 different verbs - the critical question was how fast was the car going when they ___ each other - Smashed, collided, bumped, hit, contacted
• Outline the five verbs used in Loftus and Palmers experiment. - Smashed - Collided - Bumped - Hit - Contacted
• Outline Loftus and Palmers findings. - Estimates of the cars speed varied according to the critical question asked - Smashed lead to higher speed 40.8mph - Contacted lead to lower speed 31.8mph
• Outline Gabberts procedure. - Studied participants in pairs, they would watch a video of the same crime but filmed from a different view - Meant each participant had obstructed elements - They both discussed what they had seen before they individually completed a recall test
• Outline Gabberts findings. 71% mistakenly recalled aspects of the event that they did see in the video but picked on the discussion the control group had 0% mistakenly recalled
• What is memory conformity. - Witnesses often go along with eachother - To gain social approval (Normative )or because they think the others are right (Informational)
• in recall of lists of words:

  • The first few words will be remembered as they go to the LTM
  • no recall of words in the middle of the list due to displacement and limited capacity of STM
  • prevention of maintenance rehearsal decreases words remembered
  • duration of STM will have been exceeded
• what is the encoding specificity principle?

  cue has to be present at encoding and retrieval to remember information, if cues at encoding and retrieval are different forgetting is likely to occur