20958863
Description
Flashcards by Elizabeth Evans, updated more than 1 year ago
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Created by Elizabeth Evans
almost 5 years ago
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| Question | Answer |
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Short and long term memory
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Capacity: STM- 7 +/- 2 Miller LTM- potentially infinite Duration: STM- Peterson less than 18 seconds LTM- slowly decreases with time Coding: STM- semantic LTM- acoustic Evaluation: Size of chuncks- shorter for larger chunks Doesn't reflect real-life- words have no meaning May not have tested LTM- only waited 20 min |
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The muti-store model of memory
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AO1: Environmental stimulus> sensory memory> attention> STM> LTM> retrieval AO3: Case study (HM)- hippocampus removed couldn't make new LTM Too simple- LTM not one store, semantic and episodic More than rehearsal- deep or significant |
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Working model of memory
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AO1: Central executive> phonological loop (sound)> Visuospatial sketchpad (vision)> episodic buffer> LTM AO3: explains dual-task performance- tests central executive sorting Brain-damaged- trauma or actual damage, rare Central executive- too simplistic, could be multiple, fails to explain complex sorting |
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Types of long-term memory
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AO1: Episodic (like an episode) Semantic (knowledge not details) Procedural (bike) AO3: Brain scans- hippocampus> episodic temporal lobe> semantic cerebellum> procedural memory Procedural and declarative- temporal lobes and hippocampus destroyed but could still learn new skills Episodic and semantic- not a sufficient difference |
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Explanations for forgetting: Interference
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AO1: Retroactive interference- (Muller) new effecting old Proactive- old effecting new Similarity- mixed up is similar adjectives Real-world study- rugby, more games, more forgetting AO3: Research is artificial- lab studies Interference only explains some forgetting- no explanation for everyday forgetting Individual differences- greater working memory less effected |
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Explanations for forgetting: Retrieval failure
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AO1: Encoding specificity principle- cues such as small words or acronyms Context-dependent forgetting- teacher or room State-dependent forgetting- remember information if you are in the same state as learning (drunk experiment) AO3: Lots of research support- lab, field and real life, think of being in the same room or being in the same room Cues don't always work- complex learning not triggered by cues Danger of circularity- correlation rather than cause, can not be proved |
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Accuracy of eye witness testimony: Misleading information
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AO1: Leading questions- car crash wording and smashed glass Post-event discussion- conformity (witnesses agreeing on story) repeat interviewing (gain knowledge by questions) AO3: Most wrong arrests due to EWT Lab experiments don't represent every day life Age differences, older more effected |
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Accuracy of eye witness testimony: Anxiety
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AO1: Weapon focused effect- pen or knife lower accuracy with deadly weapons Positive effect- more anxious had better recall (bank robbery) Yerkes-Dodson effect- low, medium and high arousal has an effect AO3: Weapon effect caused by surprise not anxiety (raw chicken) Most findings from lab- reduced anxiety Depends on violence not anxiety |
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Improving the accuracy of eyewitness testimony: The cognitive interview
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AO1: Mental image of context- may provoke cues Report everything- cues and may be useful Change order- remember things stops interference of sachems Change perspective- remember things and re-evaluate AO3: Higher amount of accurate information, also false information More time and training than available More effective with older people |
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