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Flashcards in lecture 5 Deck (41)
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1
Q

Peterson and Peterson procedure

A

recall trigrams - meaningless 3 consonant syllables. to prevent rehearsal count backwards in threes.

2
Q

Peterson and peterson results

A

rapid increase in forgetting . after 3 seconds 80% recalled correctly, after6 sec= 50% after 18 sec less than 10%

3
Q

Atkinson and Shiffrin

A

multi store model
info flows though a series of stores
sensory register, STM,LTM

4
Q

Sensory store duration capacity and encoding

A

duration - quarter to half a second
capacity- all sensory experience
encoding - sense specific
info is lost rapidly

5
Q

STM store duration, capacity , encoding

A

0-18 sec, 7+or-2 , auditory

info is lost via displacement and maintained by rehearsal

6
Q

LTM duration, capacity and encoding

A

unlimited/permanent, unlimited , encoding is mainly semantic

7
Q

serial position effect

A

lists of words remembered near the start and end of lists

difficult to remember words in the middle

8
Q

primacy effect

A

able to remember words at the start

9
Q

recency effect

A

able to remember words near the end

10
Q

why can words at the start be remembered

A

more likely to be stored in LTM due to rehearsal

11
Q

why can words at the end be remembered

A

more likely to be in STM as its still recent

12
Q

glanzer and cunitz

A

2 groups learned same word lists. 1 group recalled immediately or after 30 seconds. delaying recall prevented the recency effect

13
Q

problems with STM store

A

recency effect can be observed even with a delay
no total loss of memory if STM store is lost
no autonomic improvement with rehearsal

14
Q

recency effect can be observed even with a delay

A

recency effect is observed if there is a delay after EVERY item not just the last one

15
Q

recency effect appears to reflect

A

how distinctive the end of the list is not how recent it is

16
Q

no total loss of memory if STM store is lost

A

if the STM store provides the only access to the LTM store - loss of STM should cause LTM loss

17
Q

shallice and Warrington found that a

A

patient had normal long term learning but could only repeat one item

18
Q

no automatic improvement with rehearsal

A

improvement does not occur automatically with rehearsal - only occurs if the stimulus is processed deeper- bot quantitative but qualitative

19
Q

no indication how the STM store might support the general cognitive performance

A

would need a richer model of STM store - WMM

20
Q

working memory model

A

baddeley and hitch - memory aims to describe the role of the STM in carrying gout cognitive tasks

21
Q

major components of WMM

A

phonological loop, visuospatial sketchpad and central executive

22
Q

phonological loop

A

delay with spoken and written material

23
Q

phonological loop is split into

A

phonological store and articulatory control processes

24
Q

phonological store

A

inner ear - holds speech based info

25
Q

articulatory control processes

A

inner voice - speech production converts written material into speech code.allows for rehearsal and store verbal info

26
Q

evidence for speech coding in STM

A

Rhyming letters are harder to remember than non rhyming

27
Q

words that take longer to sat are

A

harder to remember

28
Q

baddeley , Thomson and buckarian

A

short words - less time to read - higher recall

longer words - longer to read - less remembered

29
Q

articulatory suppression

A

stop rehearsal by getting the participant to articulate something repetitive - recall impaired

30
Q

anarchic children

A

speechless - but have oral memory. inner speech is necessary - not dependent on outer speech

31
Q

phonological loop involved in

A

language acquisition. studied language disordered children and normal children , language skills delayed. asked children to repeat back words - poor performance

32
Q

visa spatial sketch pad

A

stores processes info in a visual or spatial form

33
Q

modality specific interference research procedure

A

compared learning words- rote rehearsal- repeating in head or visual. 2 types of irrelevant stimuli - either distorted by speech or visual noise

34
Q

modality specific interference research results

A

significant interaction - memory depends on the encoding and distraction

35
Q

rote learning impaired more by

A

irrelevant speech as it relies on the phonological loop

36
Q

imagery learning is impaired more by

A

visual noise, relies on visuospatial sketchpad

37
Q

central executive

A

allocates data/ info to the subsystems

controls attention

38
Q

dual task paradigm

A

perform two tasks - digit span and verbal reasoning task.

39
Q

dual task paradigm results

A

as the number of digits increased - took longer to answer questions but made no errors

40
Q

verbal reasoning tasks make use of the

A

central executive

41
Q

digit span task made use of the

A

phonological loop