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Memory: Paper 1 - Coggle Diagram
Memory: Paper 1
The multi store model
Created by Atkinson and Shiffrin in 1968 to explain how our memory is stored in 3 different ways: sensory, short term and long term.
Sensory -> STM -> LTM
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Sensory Research: Sperling 1960 found that people could only recall 1 out of 3 rows of 4 letters when shown to them quickly - shows that info is removed from the store very quickly.
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Short term Research: Miller found that the capacity of the STM can be increased by chunking.
Peterson and Peterson: A lab experiment was conducted in which 24 participants (psychology students) had to recall trigrams (meaningless three-consonant syllables), such as TGH, CLS. The results show evidence for duration
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Long Term Research: Bahrick et al 1975 tested LTM by asking people to name people from their high school yearbook. Those who graduated less than 15 years ago recalled 90% and those who graduated more than 48 years ago recalled 80% of names and 70% of faces.
Working memory model
Central executive: Supervises and coordinates the slave systems. Research - Baddeley asked ppts to generate random digits on a keyboard while reciting the alphabet, counting, and alternating (A1, B2, C3)
Phonological loop: Deals with auditory info. Holds the info for 1-2 seconds. Research - Baddeley asks ppts to recall a list of short words and long words. Since the PL can only hold info for short amount of time more short words were called.
Visuo-spatial sketchpad: Deals with visual and spatial info. It is split into the visual cache (info about visual items) and the inner-scribe (stores arrangements abt moving items in visual field). Research - Gathercole and Baddeley asked ppts to describe the angles of the letter F while following a laser with eyes.
Episodic buffer: Integrates info from slave systems and helps them move to LTM. Research - FMRI scans
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Long term memory
Declarative LTM can be split into episodic and semantic. Procedural LTM is memories about how to perform tasks etc
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Eyewitness testimony
Post event discussion: Conformity, Retroactive interference, Repeat interviewing
Research - Gabbert et al asked ppts to watch a video, one video showed a girl stealing from someones wallet and the other didn't. 71% of the witnesses in the co-witness group recalled information they had not actually seen and 60% said that the girl was guilty, despite the fact they had not seen her commit a crime.
Anxiety: There is an optimum level of anxiety for good eyewitness recall - too little or too high can disrupt this. The Yerkes-Dodson inverted U model shows this.
Misleading info: Leading questions influence the answers given. Post event discussion changes your schema of what happened.
Research - Loftus & Palmer 1974: 45 ppts watched one of 7 videos of vehicle crashes and were asked a leading question after. 'At what speed did the vehicles smash/ collide/ bump/ hit/ contact? There was a 9mp/h difference between smash and contact.
Improving EWT
Cognitive interview: open questions, build rapport, active listening, detailed responses.
- Report everything
- Change narrative order
- Change of perspective
- Reinstate context