Please enable JavaScript.
Coggle requires JavaScript to display documents.
memory, Hasn't been examined yet:
…
memory
LTM
-
-
-
episodic memory
- events from our life
- our memories of when events occurred and the people, objects, places and behaviours involved
- conscious effort is required
example = what you did last week
semantic memory
- our knowledge of the world, facts and our knowledge of what everything means
- recall is deliberate
example = the capital city of Italy
procedural memory
- our knowledge of how to do things such as memories of learned skills
- recall is unconscious and isn't deliberate
- often is automatic
Example = riding a bike
working memory model
central executive
- monitors incoming data, makes decisions and allocates tasks to slave systems
- processing capacity is very limited
visuo-spatial sketchpad
- one of the 3 slave systems and deals with visual/spatial information
- it has a limited capacity of about 3-4 items
visual ache = stores visual data
inner scribe = records the arrangement of objects in the visual field
phonological loop
- one of the 3 slave systems and deals with auditory information
- it preserves the order in which the information arrives
phonological store = stores the words you hear
articulatory store = allows maintenance rehearsal
episodic buffer
- one of the 3 slave systems and is a temporary store for information, integrating visual, spatial and verbal information processed by other stores
- works with the LTM and passes information to it and links with wider cognitive processes
- no storage capacity
-
-
forgetting
interference
proactive interference
- occurs when older memories disrupts the recall of newer memories
- forgetting is greater when the memories are similar
retroactive interference
- occurs when newer memories disrupts the recall of older memories already stored
- forgetting is greater when the memories are similar
one memory blocks another causing one or more memories to be forgotten
- occurs mainly in LTM because sometimes we can't get access to them even though they are available
-
eye witness testimony
misleading information
Loftus & Palmer = ppts watched a clip of a car accident and then gave them questions to answer about it. each group was given a different verb in the critical question. for example hit, bumped, crashed, smashed.
incorrect information given to an eyewitness usually after an event. it can take many forms such as leading questions and post event discussion between other people
leading questions = a question which suggest a certain answer. for example - was the knife in the accused left hand?, this suggests the answer is the left hand.
post event discussion = this occurs when there is more than one witness to an event. the witnesses may discuss what they have all seen and could influence the accuracy of their recall of events
anxiety
-
- worried thoughts and feelings of tension
- increased heart rate and sweatiness
flight or fight response ( positive effects on EWT)
- increases our alertness and improves our memory of events
capacity
Jacobs: digital span technique (STM) - researcher gives 4 digits and ppts have to recall them in order out loud
- found the mean span for digits was 9.3 items, mean span for letters was 7.3
Miller: chunking technique (STM) - things come in 7's e.g. 7 days of the week etc
- people recall 5 words as well as 5 letters
- chunking by grouping sets of digits and letters into chunks
duration
Peterson & Peterson: duration of STM - each student given a constant syllable to remember and given a 3 digit number
- students were asked to count backwards in three to take their mind of remembering and prevent mental rehearsal
- suggest that STM is very short unless we repeat something over and over again
Bahrick et al: duration of LTM - obtained school year books from students
- asked students to recall in various ways such as photo recognition and free recall
- they were tested within 15 years of graduation
- 90% were accurate in photo recognition and after 48 years recall declines to 70%
- 605 were accurate in free recall and after 48 years recall dropped to 30%
- shows LTM can last a very long time
cognitive interview
a method of interviewing witnesses to help them retrieve more accurate memories. there are 4 main techniques that are used: report everything, reinstate the context, reverse the order and change perspective
report everything =
- they are encourage to report everything that they have seen even if it is irrelevant
- this may help trigger other memories of the event
reinstate the context =
- in their mind they should return to the crime scene and imagine the environment and their emotions
reverse the order
- events should be recalled in a different order, for example from the end to the beginning
- this is to prevent people reporting their expectations of how events must have happened rather than the actual event :
change perspective =
- recall the event from another person's perspective
- it is done to disrupt the effect of expectations and schema on recall
coding
Alan Baddeley: gave different list of words to 4 different groups
G1 - acoustically similar
G2 - acoustically similar
G3 - semantically similar
G4 - semantically similar
- ppts asked to recall the words in order (STM recall), found that they did worse with acoustically similar words
- recall after 20 mins (LTM recall), found they did worse with semantically similar words
Hasn't been examined yet:
- short term memory
- long term memory
- EWT = anxiety
examined 2017:
- coding STM and LTM
- types of LTM
- EWT = misleading information + leading questions, post event discussion
examined 2022:
- duration of STM and LTM
- capacity of STM and LTM
- working memory model
- explanations of forgetting (retro + pro)
- cognitive interview technique
Possibilities:
- STM + LTM research
- Multi store model
- Coding in STM + LTM
- Types of LTM
- retrieval failure
- misleading info, leading ques + post event discussion, anxiety