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14 Cards in this Set
- Front
- Back
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Describe the multi-store model |
1) Structural, unitary, linear model 2) Consists of three stores: sensory memory, short-term memory and long-term memory 3) Sensory memory = info you get from eyes and ears; when attention is paid its transferred to the STM (duration usually a few seconds) 4) STM; duration = 18-30 seconds, capacity = 7+/- 2 items (Miller) and info is encoded mainly acoustically - info is lost by decay 5) LTM; duration = from a few minutes up to a lifetime, capacity = limitless and info encoding = mainly semantically - info is lost through interference or decay 6) info must be rehearsed in order to be past into the LTM |
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Evaluation of the multi-store model |
1) Research evidence supporting the idea that there are separate memory stores
- Baddeley (1966) found lists of similar sounding words confused STM memory and lists of semantically similar words confused LTM -Peterson and Peterson supported the idea of limited duration in STM (longer delay between task + recall, less trigrams recalled) 2) Evidence from brain scanning shows different parts of brain are used when certain memory tasks carried out therefore show existence of diff stores 3) contradictory evidence showing more than one store in LTM - CLive wearing was still able to conduct + play the piano to v high standard (procedural memory) despite severe damage to his declarative memory 4) Flashbulb memories are instances where memories can be stored without rehearsal - Brown + Kulik described highly emotional + significant events can be imprinted directly to LTM |
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Describe the Working Memory Model |
1) replaced the unitary idea of the STM in MSM 2) consists of various slave systems which run processing of info in STM 3) Central Exec= acts as filter, determine what info is attended to + directs them to other slave systems. [info of all sensory forms is processed] 4) Phonological loop = temporary storage system holding auditory info for brief periods of time -Phonological store stores words you hear 'inner ear' -Articulatory process allows maintenance rehearsal + key role in development of reading 5) Visuospatial Sketchpad = temp storage of visual and spatial info for brief periods of time - visual cache stores visual data about form + color - inner scribe records arrangement of objects in visual field 6) Episodic buffer - temp 'back up' store for info communicating w/both STM and LTM |
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Evaluation of the working memory model |
1) The model has been v influential + widely accepted in modern society - explores STM in terms of temporary storage and active processing - looks at verbal rehearsal as just optional process in articulatory loop 2) Research evidence support - KF case study suffered an accident + damaged his STM - Impairment is mainly for verbal info - Memory for visual info = largely unaffected - shows STM has separate components 4 visual + verbal info HWVR research from brain damaged patients may not be reliable bc concerns unique cases w/traumatic experiences 3/ Problems w/specifying precise functioning of central exec -Elsinger and Damasio (1985) |
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Research into the effects of age on EWT |
1) Dodson and Krueger (2006) -College students + older ptctps (60-80yrs) -watched burglary video for 5 min and police chase =answered 24 questions (yes/no) about it - 8 = misleading questions Findings: both older & younger ptcpts made similar rate of errors -older ptcpts more confident in their wrong answers being the truth Flin et al (1992) - interviewed children + adults after witnessing accident -1 day after and 5 months after -Findings = younger and olders were levelled in accuracy and detail one day after - 5 months later - children much less accurate in recollection of accident -real implications in cases as there's often delay between crime and court proceedings 3) Poole et al children aged 3-8yrs showed science demo |
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Evaluation of research into the effects of EWT |
1) Research has important real world applications - Flin et all (court cases) -Dodson and Krueger - jury decision making 2) Poole and linsday - individ differences may be the reason for lack in accuracy - some children more able than others - story will have been diff experience for each child 3) Issues with methodology - most studies are lab experiments - lack ecological validity |
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Research into Misleading info and EWT |
1) Loftus and palmer car crash study 2) Loftus and pickrell - participants who had a cardboard cut out of bugs bunny were more likely to recall seeing him there (which he couldn't have been) |
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Evaluate research into effect of MI on EWT |
1) lab exp so they lack ecological validity 2) real world practical applications -fisher and geiselman cognitive interview |
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Describe strategies for memory improvement |
1) Context dependent retrieval - Abernathy (1940) found people more likely to recall info in room it's been learnt in - Zeichmeister and Nyberg (1982) found imagining the environment you learnt info in can be effective Godden and Baddely (1975) - divers acted as ptcpts and learned 40 unrelated words either: 1) under water or 2) on land - recall then tested in same environment/diff -1/2 in same 1/2 in difff - findings: those learned + recalled in same enviro recalled much more words 2) State dependent retrieval Individuals mood/physical condition at time of learning - when in this state again will trigger recall - Goodwin et al (1969) drinkers who learned things in drunk state recalled them when drunk again - Miles and Hardman (1998) used exercise and rest to measure + test whether keeping same physical state @ learning + recall could improve memo = those recalled in same condition - signif better recall 2) Elaborative rehearsal - doing something w/info that it is meaningful - LTM all about semantic rehearsal - eg using mind map to create meaninggul links btwn topics -or making notes + reconstructing them |
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Evaluation of strategies for memory improvement |
1) Context dependent retrieval - practical useful application -skills learned under water in oil companies now 2) State dependent retrieval - practical application - research found chewing gum when learning + when recalling will significantly improve recall 3) Elaborative rehearsal Craik and Tulving (1975) shows elaborative rehearsal improves memory. Participants more likely to remember words been deeplyprocessed (e.g. does the word fit in a sentence) than shallow processed |
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Anxiety and EWT |
1) Loftus weapon focus study 49% correctly recalled confederate from 50 photos in the condition person emerged holding a pen in greasy hands. 33% correctly recalled the confederate from 50photos of the person holding the paper knife covered in blood 2) Clifford and Scott (1978) people who saw a film of a violent attack remembered fewer of the 40 items of information about the event |
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Eval of research into anxiety and EWT |
1) Lab exps lack ecological validity -foster et al 2) Contradictory evidence from christiansen and hubinette 3) Ethical issues raised by distress in Loftus weapon study 4) Strength in loftus 1979 is its reliable |
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Describe the Cognitive interview |
Procedure used by police when interviewing witnesses to facilitate accurate, detailed recall 1) Recall everything - recall all info even minor details that seem irrelevant 2) Mental reinstatement - return to enviro and emotional context of crime scene 3) Change of narrative order 4) Change of perspective |
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Eval of Cognitive interview |
1) Research evidence to support it - Kohnken meta analysis on 53 studies - found 34% increase in correct info generated by CI 2) Real world applications -Stein and Memon (2006) found effectiveness of CI in brazil - CI used to interview cleaning staff at large uni after watching abduction video - found it was better at generating correct info + produced forensically rich info 3) Research evidence that weakens it - Geiselman found CI is less effective for children less than 8 bc they recalled facts much less accurately than in other interview techniques |
