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Memory AO1 - Coggle Diagram

- - - - Recent dentist visit
      - A concert you went to
      - Last birthday party
    - - Time Stamped
      - Have Multiple Elements
        
        People involved
        
        Place where it occurred
        
        Objects involved
        
        Behaviour
      - Conscious Effort To Recall
  - - - Riding a bike
      - Playing an instrument
      - Driving a car
  - - - Names of animals
      - What different foods taste like
      - The concept of 'love'
- - - - IF we pay attention, it goes into the STM
        
        IF we rehearse it, it goes into the LTM
  - - - Coding
        
        2 Stores
        
        Iconic, which is encoded visually
        
        Ecoic, which is encoded acoustically
      - Capacity
        
        Very large, one for each store
      - Duration
        
        Very small, 1/2 a second
    - - Coding
        
        Acoustically
      - Capacity
        
        5-9 items/chunks of information
      - Duration
        
        18-30 seconds
    - - Coding
        
        Semantically
      - Capacity
        
        Potentially unlimited
      - Duration
        
        Potentially unlimited
- - - - Episodic Buffer
        
        LTM
      - Visuo-Spatial Sketchpad
      - Phonological Loop
  - - - The supervisory role. It monitors incoming data, focuses and divides our limited attention and allocates to the subsystems/slave systems below.
      - Coding
        
        N/A, it doesn't encode, it moves information on
      - Capacity
        
        Very limited, one 'chunk' of information at a time
    - - The 'inner scribe'
      - Stores visual and/or spatial information when required (e.g. when asked how many windows a house has; you visualise it and count)
      - Capacity
        
        Limited, about 3-4 'chunks' of information
      - Coding
        
        The visual cache encodes visual information
        The ‘inner scribe’ records the arrangement of objects in the visual field
    - - This added later on, in 2000
      - It’s a temporary store which maintains a sense of time sequencing - recording events that are happening (‘episodes’).
      - This can be seen as the storage component of the central executive.
      - Coding
        
        Integrates visual, spatial and verbal information
      - Capacity
        
        Limited, about 4 'chunks' of information
    - - Deals with auditory information and preserves the order in which information arrives
      - 2 Parts
        
        Articulatory Control System
        
        Phonological Store
        
        The parts continuously loop between each other
      - The phonological store stores words you hear, and the articulatory process allows maintenance rehearsal.
      - Coding
        
        Acoustically
      - Capacity
        
        Around 2 seconds
- - - - Information stored previously interferes with an attempt to recall something new.
      - For example, the memory of an old phone number interferes with the ability to recall a new phone number.
    - - Coding new information disrupts information previously stored.
      - For example, the memory of a new car registration prevents recall of a previous one.
  - - - When information is initially placed in memory, associated cues are also stored at the same time.
        If these cues are not available at the time of recall, then it may make it appear as if you have forgotten the information, but in fact. This is due to retrieval failure - not being able to access memories that are there.
    - - Occurs with external retrieval cues
        
        Forgetting occurs when the external environment is different at recall from how it was at encoding.
      - For example, taking a test in the room where you learnt the content in will yield better results than taking the test in a random exam hall.
    - - Occurs with internal retrieval cues
        
        Forgetting occurs when an individual’s internal environment is dissimilar at recall to when the information was encoded
      - For example, trying to recall information when you’re sober that you learned when drunk is very difficult, or drinking strong coffee for the first time before an important exam won’t go very well.
- - - - The Weapon Focus Effect
        
        In violent crimes, arousal may focus the witness on more central details (the weapon), more than the peripheral details.
    - - Leading Questions
        
        A way in which a question which subtly prompts the respondent to answer in a particular way.
        
        Example
        
        “Do you have any problems with your boss?” as opposed to “What’s your relationship with your boss?”. One assumes that there is a problem, and the other is more open.
      - Post-Event Discussion (PED)
  - - - Different Types
        
        Report Everything
        
        Allows the interviewee to recall all information relating to the event, without interruption, even if the interviewers think it’s irrelevant
        
        May trigger memories, in-depth recall
        
        Allows memories to be reported which may otherwise be ignored, as they do not fit schemas or are seen as insignificant
        
        Interviewers can ask more in-depth questions about areas they feel are more important
        
        Reinstate Context
        
        Mentally revisits the event
        
        Creates a ‘mental picture’ of the event (time of day, weather, smell etc.)
        
        Recreate the ‘mental state’, considering how they felt at the time
        
        This is based on the cue-dependent recall; cues in the environment can help trigger memories
        
        Recall in Different Order
        
        Retell the story, beginning at different points in the story
        
        This encourages recall of all information, even that which is considered unimportant
        
        It interrupts the activation of schemas, leading to more reliable accounts
        
        Helps prevent ‘story formation’
        
        Change Perspective
        
        Recall the event from someone else’s perspective
        
        For example, another witness, or the perpetrator
        
        Only report what they know happened, not what they think someone else may have seen
      - Enhanced Cognitive Interview
        
        Developed additional features to deal with the social dynamics of the interaction
        
        When to establish/relinquish eye contact
        
        Reducing eye witness anxiety
        
        Minimising distractions
        
        Asking open-ended questions