Memory Quiz- Psychology (AS)

Pregunta 1 de 63

1

Which researcher investigated coding in LTM and STM and when?

Selecciona una de las siguientes respuestas posibles:

Miller, 1956
Baddeley, 1966
Bahrick, 1975

Explicación

Pregunta 2 de 63

1

Name one disadvantage of Baddeley's coding study.

Selecciona una o más de las siguientes respuestas posibles:

Culture bias
Too old to generalise nowadays
Artificial stimuli

Explicación

Pregunta 3 de 63

1

What is the correct capacity, coding, and duration of STM?

Selecciona una de las siguientes respuestas posibles:

3-6 items, semantic, 10 seconds
5-9 items, acoustic, 30 seconds
5-9 items, semantic, 18 seconds

Explicación

Pregunta 4 de 63

1

What is the correct capacity, coding and duration of LTM?

Selecciona una de las siguientes respuestas posibles:

Very small, acoustic, 45 minutes
Unlimited, acoustic, 7 years
Unlimited, semantic, permanent

Explicación

Pregunta 5 de 63

1

Which researcher investigated capacity in STM and when?

Selecciona una de las siguientes respuestas posibles:

Bahrick, 1975
Baddeley, 1966
Jacobs, 1887

Explicación

Pregunta 6 de 63

1

Name one disadvantage of Jacobs' capacity study.

Selecciona una de las siguientes respuestas posibles:

Can't be generalised.
Confounding variables due to era.
Cultural bias- he only tested the memory of women

Explicación

Pregunta 7 de 63

1

Which researcher developed Jacobs' capacity results and when?

Selecciona una de las siguientes respuestas posibles:

Miller, 1956
Baddeley, 1966
Bahrick, 1975

Explicación

Pregunta 8 de 63

1

Name one disadvantage of Miller's capacity study.

Selecciona una de las siguientes respuestas posibles:

Lacks internal validity
Can't be generalised
Contradictory evidence.

Explicación

Pregunta 9 de 63

1

Which researcher investigated the duration of LTM and when?

Selecciona una de las siguientes respuestas posibles:

Bahrick, 1975
Baddeley, 1966
Miller, 1956

Explicación

Pregunta 10 de 63

1

Name one advantage of Bahrick's duration study.

Selecciona una de las siguientes respuestas posibles:

It had a small sample, so the research was focused and detailed.
Lacks participant variables.
Has high external validity.

Explicación

Pregunta 11 de 63

1

Which researcher investigated the duration of STM and when?

Selecciona una de las siguientes respuestas posibles:

Bahrick, 1975
Miller, 1956
Peterson and Peterson, 1959

Explicación

Pregunta 12 de 63

1

Name one disadvantage of Peterson and Peterson's duration study.

Selecciona una de las siguientes respuestas posibles:

Suffered gender bias- only studied men
Meaningless stimuli.
Can't be generalised to different cultures.

Explicación

Pregunta 13 de 63

1

Haz click en el punto naranja y escribe la respuesta

Label the Multi-Store Memory Model

Explicación

Pregunta 14 de 63

1

Name two sensory stores in the sensory register.

Selecciona una o más de las siguientes respuestas posibles:

Iconic
Semantic
Etic
Echoic
Acoustic

Explicación

Pregunta 15 de 63

1

Name one advantage of the multi-store model of memory.

Selecciona una de las siguientes respuestas posibles:

Clearly shows how STM and LTM are unitary stores
Research used to investigate the MSM included meaningful stimuli, hence increasing the validity
Supporting research evidence

Explicación

Pregunta 16 de 63

1

Name three disadvantages of the multi-store model of memory.

Selecciona una o más de las siguientes respuestas posibles:

Lacks internal validity
Suggests STM and LTM are unitary stores
Doesn't account for elaborative rehearsal
Difficult to generalise to other cultures
Research used artificial materials

Explicación

Pregunta 17 de 63

1

There are 4 types of long term memory

Selecciona uno de los siguientes:

VERDADERO
FALSO

Explicación

Pregunta 18 de 63

1

Rellena los espacios en blanco para completar el texto.

Episodic memory refers to our ability to . They are and include . As well as this, they require to recall.

Explicación

Pregunta 19 de 63

1

Name an example of episodic memory

Selecciona una o más de las siguientes respuestas posibles:

Tom can remember last week when he played football with his dad at the park.
Mary can remember how to ride her bike.
Alex can remember the taste of an orange.

Explicación

Pregunta 20 de 63

1

Name an example of semantic memory.

Selecciona una o más de las siguientes respuestas posibles:

Mary can remember going her friends house 3 weeks ago.
Tom can remember how to play football.
Alex can remember the meaning of the word 'memory'.

Explicación

Pregunta 21 de 63

1

Rellena los espacios en blanco para completar el texto.

Procedural memory refers to . These memories aren't , and require no .

Explicación

Pregunta 22 de 63

1

Endel ❌ (❌) realised the multi-store model was too simplistic and that LTM wasn't a ❌. He believed there were ❌ separate LTM stores: episodic, semantic and procedural.

Arrastra y suelta para completar el texto.

Tulving

1985

unitary store

3

Miller

Baddeley

Peterson and Peterson

1931

1966

1975

memory store

visual store

mental store

4

2

no

Explicación

Pregunta 23 de 63

1

Name three advantages of Tulving's three LTM stores.

Selecciona una o más de las siguientes respuestas posibles:

Generalises well to other cultures.
Clinical evidence- Clive Wearing.
Neuro-imaging evidence- brain scans.
High internal validity to study.
Real life application.

Explicación

Pregunta 24 de 63

1

Name two disadvantages of Tulving's three LTM stores.

Selecciona una o más de las siguientes respuestas posibles:

Can't be easily generalised to other cultures.
Lack of control in case studies.
May be two types, not three.
Lacked internal validity.

Explicación

Pregunta 25 de 63

1

Rellena los espacios en blanco para completar el texto.

- coordinates activities of subsystems and allocates resources./. - memory store for visual and spatial information./. - memory store for auditory information./. - store which integrates all information into a single memory with time sequencing.

Explicación

Pregunta 26 de 63

1

Define phonological store.

Selecciona una de las siguientes respuestas posibles:

Memory store for scent information.
Store for the words you hear.
Store which allows rehearsal of words.

Explicación

Pregunta 27 de 63

1

Define articulatory loop.

Selecciona una de las siguientes respuestas posibles:

Store for the words you hear.
Store for olfactory information.
Store which allows 2 second maintenance rehearsal of words.

Explicación

Pregunta 28 de 63

1

Name four advantages of the working memory model.

Selecciona una o más de las siguientes respuestas posibles:

Clinical evidence
Dual task performance support.
Clarity in all aspects.
Word length effect evidence.
Research into drug users evidence
Brain scan evidence.

Explicación

Pregunta 29 de 63

1

Name a disadvantage of the working memory model.

Selecciona una o más de las siguientes respuestas posibles:

Lack of research for phonological loop.
Lacks internal validity.
Difficult to generalise to other cultures.
Lacks clarity over central executive.

Explicación

Pregunta 30 de 63

1

Define interference

Selecciona una de las siguientes respuestas posibles:

When two pieces of information conflict, resulting in forgetting/distorting of one or both
When there are insufficient cues to trigger a memory
When someone talks to you when you're trying to remember something

Explicación

Pregunta 31 de 63

1

Selecciona la opción correcta de los menús desplegables para completar el texto.

Retroactive interference: ( newer, older ) memory interferes with ( older, newer ) memory e.g. teacher can't remember ( previous, current ) class' names
Proactive interference: ( older, newer ) memory interferes with ( newer, older ) memory e.g. teacher can't remember ( current, previous ) class' names

Explicación

Pregunta 32 de 63

1

Which researcher investigated how similarity affects retroactive interference and when?

Selecciona una de las siguientes respuestas posibles:

McGeoch and McDonald, 1931
Baddeley, 1966
Peterson and Peterson, 1959

Explicación

Pregunta 33 de 63

1

Selecciona la opción correcta del menú desplegable para completar el texto.

The word type which produced the worst recall in McGeoch and McDonald's retroactive study was ( synonyms, antonyms, nonsense syllables, 3-digit numbers, no new list, unrelated words ).

Explicación

Pregunta 34 de 63

1

Name two advantages of the interference explanation for forgetting

Selecciona una o más de las siguientes respuestas posibles:

Lab studies have good validity
Meaningful stimuli
Real-life study support
High internal validity

Explicación

Pregunta 35 de 63

1

Name two disadvantages of the interference explanation for forgetting

Selecciona una o más de las siguientes respuestas posibles:

Researcher bias
Demand characteristics
Artificial stimuli
Unrealistic time between learning

Explicación

Pregunta 36 de 63

1

Selecciona la opción correcta de los menús desplegables para completar el texto.

Retrieval Failure: an explanation for forgetting that suggests that ( insufficient cues, sufficient cues, disruptive memories, lack of intelligence ) cause information to be forgotten. These cues can be ( state, context, food, envionment, location ) dependent (internal, e.g. drunk, tired) or ( context, state, environment, drug ) dependent (external, e.g. location)

Explicación

Pregunta 37 de 63

1

❌ (❌) suggested the ❌ Specificity Principle (ESP). This indicates that cues must be ❌ and ❌ in order for them to be sufficient. Some cues are linked to material in a ❌ way e.g.' STM' helps us recall information about short term memory. Other cues are not so obvious: either context (external) or state (internal) dependent.

Arrastra y suelta para completar el texto.

Tulving

Baddeley

Miller

Peterson and Peterson

1983

1931

1966

1956

1985

Encoding

Coding

Etching

Easy

present on encoding

simple

small capacity

environmental

retrieval

recall

rehearsal

remembering

memorable

funny

unique

interesting

Explicación

Pregunta 38 de 63

1

Selecciona la opción correcta de los menús desplegables para completar el texto.

( Baddeley, Tulving, McGeoch, Peterson and Peterson ) (( 1975, 1985, 1983, 1931 )) conducted a study deep sea divers based on ( context, state ) dependent forgetting. They learned words either in/out of the sea and then recalled them either in/out of the sea. When the environmental contexts matched (e.g. sea - sea, land - land) the recall was ( better, worse, the same ).

Explicación

Pregunta 39 de 63

1

Selecciona la opción correcta de los menús desplegables para completar el texto.

( Carter and Cassaday, McGeoch and McDonald, Baddeley, Bahrick ) (( 1998, 1985, 1983, 1975 )) conducted a study based on ( state, context ) dependent forgetting. They either gave the participants ( anti-histamines, alcohol, cigarettes to smoke, food ) or didn't, asked them to learn and recall word lists. They recalled them either on the drug or not. They found that when there was a ( mismatch, match, similarity ) of internal states, recall was ( worse, better ).

Explicación

Pregunta 40 de 63

1

Name two advantages of the retrieval failure explanation for forgetting

Selecciona una o más de las siguientes respuestas posibles:

Real life application
Supporting evidence
Takes culture differences into account
Meaningful stimuli

Explicación

Pregunta 41 de 63

1

Name three disadvantages of the retrieval failure explanation for forgetting

Selecciona una o más de las siguientes respuestas posibles:

Context effects not strong
State effects not strong
Lack of research evidence
Can't test ESP
Only affects certain type of memory (Recall vs. recognition)

Explicación

Pregunta 42 de 63

1

Which researcher investigated leading questions and when?

Selecciona una de las siguientes respuestas posibles:

Baddeley, 1966
Miller, 1956
Carter and Cassaday , 1998
Loftus and Palmer, 1974

Explicación

Pregunta 43 de 63

1

Which verb in the leading question study by Loftus and Palmer, 1974, led to the highest calculated mean average?

Selecciona una de las siguientes respuestas posibles:

Contacted
Smashed
Bumped
Hit

Explicación

Pregunta 44 de 63

1

Selecciona la opción correcta de los menús desplegables para completar el texto.

The ( response bias, researcher bias, participant bias, memory bias ) explanation suggests that the wording of a question has ( no effect, a big effect, some effect ) on the participants' memories, but it changes the way they decide to answer. Words such as '( smashed, contacted, bumped, hit )' encouraged them to answer a ( higher, lower ) estimated speed.

Explicación

Pregunta 45 de 63

1

Selecciona la opción correcta de los menús desplegables para completar el texto.

( Loftus and Palmer, Miller, Baddeley, Carter and Cassaday ) (( 1974, 1931, 1966, 1998 )) conducted a second experiment to prove that memory ( was, wasn't ) changed by ( wording, location, state ). They found that participants who heard '( smashed, contacted, bumped, hit )' were ( more, less ) likely to report broken glass even though there wasn't any.

Explicación

Pregunta 46 de 63

1

Selecciona la opción correcta de los menús desplegables para completar el texto.

If ( witnesses, criminals, police officers ) discuss a crime with each other, their eyewitness testimonies may become ( contaminated, more accurate, lies ). This is because they ( combine, ignore, change ) information from others with their own memories.

Explicación

Pregunta 47 de 63

1

Which researcher investigated post-event discussion and when?

Selecciona una de las siguientes respuestas posibles:

Carter and Cassaday, 1998
Loftus and Palmer, 1974
Tulving, 1983
Gabbert, 2003

Explicación

Pregunta 48 de 63

1

Selecciona la opción correcta de los menús desplegables para completar el texto.

( Gabbert, Tulving, Baddeley, Loftus and Palmer ) put participants in pairs, and they watched a video of ( the same, a different ) crime from ( different, the same ) perspectives. They had a post-event discussion, and were then asked to recall the event. Gabbert found that ( 71, 66, 31, 84 )% of participants recalled information that they couldn't have seen from their perspective, suggesting post-event discussion ( directly affects, doesn't affect, positively affects ) eyewitness testimony.

Explicación

Pregunta 49 de 63

1

Name an advantage of research into leading questions and post-event discussions.

Selecciona una o más de las siguientes respuestas posibles:

Real life applications
Realistic tasks- better generalisability
High external validity

Explicación

Pregunta 50 de 63

1

Name three disadvantages of research into leading questions and post-event discussions.

Selecciona una o más de las siguientes respuestas posibles:

Artificial tasks
Individual differences e.g. age
Lab studies- demand characteristics
Can't generalise to collectivist cultures
Lack of clarity
No real life application

Explicación

Pregunta 51 de 63

1

Which researcher investigated how anxiety affects recall in a negative way, and when?

Selecciona una de las siguientes respuestas posibles:

Johnson and Scott, 1976
Carter and Cassaday, 1998
Loftus and Palmer, 1974
Baddeley, 1996

Explicación

Pregunta 52 de 63

1

Which answer describes Johnson and Scott's study on anxiety?

Selecciona una de las siguientes respuestas posibles:

Participants believed they were doing a lab study. While waiting in the waiting room, an argument was heard, and a man either came out of the room with a pen and grease on his hands, or a paper knife with blood on it.
A study on a real life shooting, in which they interviewed people 5 months after the incident to see if anxiety had affected their memory in any way compared to their original police interviews, as well as seeing if they suffered any emotional stress since the incident.

Explicación

Pregunta 53 de 63

1

Which researcher investigated how anxiety affects recall in a positive way, and when?

Selecciona una de las siguientes respuestas posibles:

Yuille and Cutshall, 1986
Johnson and Scott, 1976
Carter and Cassaday, 1998
Loftus and Palmer, 1974

Explicación

Pregunta 54 de 63

1

Which answer describes Yuille and Cutshall's study on anxiety?

Selecciona una de las siguientes respuestas posibles:

A study on a real life shooting, in which they interviewed people 5 months after the incident to see if anxiety had affected their memory in any way compared to their original police interviews, as well as seeing if they suffered any emotional stress since the incident.
Participants believed they were doing a lab study. While waiting in the waiting room, an argument was heard, and a man either came out of the room with a pen and grease on his hands, or a paper knife with blood on it.

Explicación

Pregunta 55 de 63

1

Which two researchers explained the contradictory evidence provided by Johnson and Scott, and Yuille and Cutshall, and when?

Selecciona una o más de las siguientes respuestas posibles:

Deffenbacher, 1983
Yerkes and Dodson, 1908
Baddeley, 1966
Tulving, 1983
Carter and Cassaday, 1998
Loftus and Palmer, 1974

Explicación

Pregunta 56 de 63

1

Selecciona la opción correcta de los menús desplegables para completar el texto.

The ( Yerkes-Dodson, Johnson-Scott, Deffenbacher, Peterson-Peterson, Baddeley ) law suggested that the relationship between ( emotional arousal, physical arousal, physiological arousal, cognitive arousal ) and ( performance, production, happiness, terror, anxiety ) looks like an inverted ( U, M, N, V ). This means that too ( little, much ) anxiety leads to too ( little, much ) recall, and too ( much, little ) anxiety leads to too ( little, much ) recall. Therefore, there is an ( optimal, worst, normal ) level of anxiety to ensure accurate recall.

Explicación

Pregunta 57 de 63

1

Rellena los espacios en blanco para completar el texto.

Name five disadvantages of the anxiety-recall studies.

1. focus could be - may be based on of object/situation, not anxiety
2. Field studies can lack - Yuille and Cutshall's (1986) study had post-event discussions, which is an variable
3. issues- deception (thought they were doing lab study), harm (inducing anxiety)
4. Inverted U too - anxiety has more elements (emotional, cognitive etc.) other than
5. characteristics- lab studies

Explicación

Pregunta 58 de 63

1

Which researcher investigated the cognitive interview and when?

Selecciona una de las siguientes respuestas posibles:

Miller, 1956
Johnson and Scott, 1986
Carter and Cassaday, 1998
Fisher and Geiselmann, 1992

Explicación

Pregunta 59 de 63

1

Selecciona la opción correcta de los menús desplegables para completar el texto.

What are the 4 steps of a cognitive interview?

1. ( Report everything, Reinstate the context, Reverse the order, Change perspective )- include every detail, no matter how seemingly significant they are. They may actually be important, or trigger other memories
2. ( Reinstate the context, Report everything, Reverse the order, Chnage perspective )- the witness should return to the scene in their mind, and remember their feelings and the environment (e.g. weather)
3. ( Reverse the order, Report everything, Reinstate the context, Change perspective )- change the chronology of event, preventing lying or basing answers on expectations
4. ( Change perspective, Report everything, Reinstate the context, Reverse the order )- ask the witness to imagine themselves as a different witness/criminal, and then what they would've seen. This prevents basing answers on expectations.

Explicación

Pregunta 60 de 63

1

Name five aspects to enhance the cognitive interview created by Fisher (1987)

Selecciona una o más de las siguientes respuestas posibles:

Keeping eye contact when necessary
Asking witness to speak slowly
Reducing anxiety
Minimise distractions
Take place in a room without windows
Open-ended questions
Closed questions to ensure participants don't lie as much
Asking witness to drink coffee before to ensure high brain activity

Explicación

Pregunta 61 de 63

1

Name three disadvantages of the cognitive interview

Selecciona una o más de las siguientes respuestas posibles:

Not all information is relevant
Expensive and time-consuming
Doesn't improve accuracy of testimonies
Increases inaccurate information
Too vague, needs to be more direct

Explicación

Pregunta 62 de 63

1

Name an advantage of the cognitive interview

Selecciona una o más de las siguientes respuestas posibles:

Research support for effectiveness
Rigid design across police force
Very accurate

Explicación

Pregunta 63 de 63

1

	Creado por Grace Fawcitt hace más de 7 años

AQA Psychology Memory quiz for AS. Covers all topics in the AQA Psychology textbook, including researchers, evaluations and theories. Made for my own benefit, so not all questions will help you out, but feel free to use.

Memory Quiz- Psychology (AS)

Pregunta 1 de 63

Which researcher investigated coding in LTM and STM and when?

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 2 de 63

Name one disadvantage of Baddeley's coding study.

Selecciona una o más de las siguientes respuestas posibles:

Explicación

Pregunta 3 de 63

What is the correct capacity, coding, and duration of STM?

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 4 de 63

What is the correct capacity, coding and duration of LTM?

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 5 de 63

Which researcher investigated capacity in STM and when?

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 6 de 63

Name one disadvantage of Jacobs' capacity study.

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 7 de 63

Which researcher developed Jacobs' capacity results and when?

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 8 de 63

Name one disadvantage of Miller's capacity study.

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 9 de 63

Which researcher investigated the duration of LTM and when?

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 10 de 63

Name one advantage of Bahrick's duration study.

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 11 de 63

Which researcher investigated the duration of STM and when?

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 12 de 63

Name one disadvantage of Peterson and Peterson's duration study.

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 13 de 63

Haz click en el punto naranja y escribe la respuesta

Label the Multi-Store Memory Model

Explicación

Pregunta 14 de 63

Name two sensory stores in the sensory register.

Selecciona una o más de las siguientes respuestas posibles:

Explicación

Pregunta 15 de 63

Name one advantage of the multi-store model of memory.

Selecciona una de las siguientes respuestas posibles:

Explicación

Pregunta 16 de 63

Name three disadvantages of the multi-store model of memory.

Selecciona una o más de las siguientes respuestas posibles:

Explicación

Pregunta 17 de 63

There are 4 types of long term memory

Selecciona uno de los siguientes:

Explicación

Pregunta 18 de 63

Rellena los espacios en blanco para completar el texto.

Episodic memory refers to our ability to . They are and include . As well as this, they require to recall.

Explicación

Pregunta 19 de 63

Name an example of episodic memory

Selecciona una o más de las siguientes respuestas posibles:

Explicación

Pregunta 20 de 63

Name an example of semantic memory.

The word type which produced the worst recall in McGeoch and McDonald's retroactive study was ( synonyms, antonyms, nonsense syllables, 3-digit numbers, no new list, unrelated words ).