Memory revision booklet

1

AS Psychology: Unit 1 PSYA1 (January exam)

Revision for Memory Booklets 1 and 2

(Including a ‘Memory Dictionary’)

Name…………………………………………

2

2,

Characteristics of Memory (STM and LTM):AO1

Short term memory (STM) and long term memory (LTM) differ from each other in

3 main ways (YOU MUST KNOW THE WAYS IN WHICH THEY DIFFER!!):

CHARACTERISTICS STM LTM

Capacity

Encoding

Duration

Research into the Characteristics of STM and LTM (AO1):

1. Capacity – the amount of information the memory store holds

Research:

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Duration – the length of time the memory store holds information

Research: ……………………………………………………………………………………………………………………….

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3, Coding – the way information is encoded in the memory store

Research: ……………………………………………………………………………………………………………………..

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Evaluation (AO2) of this Memory Research:

(1)A strength of these studies is that the investigations into the

characteristics of the STM and LTM are conducted in a laboratory setting

and therefore the researcher has a high degree of control.

Explain:.................................................................................................................................

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Evidence/Example:............................................................................................................

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Evaluation:...........................................................................................................................

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(1)A weakness however is that within laboratory experiments there are

high demand characteristics (environmental cues and clues in the

investigation that cause participants to behave unnaturally.

Explain:.................................................................................................................................

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Evaluation:...........................................................................................................................

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(2)Another weakness of the research is that the studies are conducted in

a laboratory and therefore they lack ecological validity.

Explain:.................................................................................................................................

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Evaluation:...........................................................................................................................

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Encoding by

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Encoding by

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Models of Memory

The Multi-Store Model (MSM) of Memory (AO1):

………………………. and ………………………… (1968):

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Now have a go at writing a description (AO1) of the Multi-

Store Model of memory (use your buzz words)

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Create a set of buzz words to help you remember the Multi-Store Model of memory.

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Evaluation of the Multi-Store Model (AO2)

(1)Evidence to support the MSM comes from research that supports the

idea of separate memory stores.

Explain: …………………………………………………………...................................................................

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Evidence/Example:…………………………………………………………………………………………………………

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Evaluation:………………………………………………………………………………………………………………………

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(1)However, one weakness of the MSM is that it suggests that the STM

and LTM stores are unitary.

Explain: This means that………………………………………………………......................……………..

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Example/Evidence:…………………………………………………………………………………………………………

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Evaluation:………………………………………………………………………………………………………………………

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(2)Another weakness of the MSM is that there is evidence to go against

the notion of unitary LTM.

Explain: Brain scanning techniques have found that in fact the LTM is made

up of different stores which are located in different areas of the brain.

Example/Evidence: Cohen and Squire proposed........................................................

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Evaluation:………………………………………………………………………………………………………………………

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(3)A further weakness of the MSM is that there is evidence which suggests

that the LTM is not unitary.

Explain:.................................................................................................................................

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Example/Evidence:............................................................................................................

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Evaluation:...........................................................................................................................

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The Working Memory Model

Description of the Working Memory Model (WMM) (AO1):

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Create a set of buzz words to help you remember the Multi-Store Model of memory.

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The Components of Working Memory (AO1):

1, Central Executive: ……………………………………………………………………………………………….

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2, Phonological Loop (inc. Articulatory Loop): ……….………………………………………

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3, Visuo-Spatial Scratchpad: …………………………………………………………………………….…

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EEvvaalluuaattiioonn ooff tthhee WWoorrkkiinngg MMeemmoorryy MMooddeell ((AAOO22)) (1)One strength of working memory is that there is evidence to support the

view that STM is not unitary.

Explain: This means… ……………………………………………….......................................………..

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Evaluation:………………………………………………………………………………………………………………………

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(2)Another positive aspect is that there is physiological evidence to support the

WMM.


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Evaluation:………………………………………………………………………………………………………………………

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Evaluation continued...

(1)However, a weakness is that the exact role of the Central Executive

unclear.


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Evaluation:………………………………………………………………………………………………………………………

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(2)A further criticism is that the model fails to account for ‘musical

memory’.


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Evaluation:………………………………………………………………………………………………………………………

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Question Checkpoint

Why not have a go at this 6 Mark Application Question?

Zac is playing a computer game which involves sorting coloured shapes that

appear on the screen. He has to capture the shapes and drag them to the

appropriate collection box. While he plays, he chats to Dan about a football

match. When he has completed Level 1, he moves on to Level 2. Here, the

shapes are replaced by words that have to be sorted according to their

meaning. Zac begins to make mistakes and so stops talking to Dan.

With reference to features of the working memory model, explain why Zac

can easily cope with Level 1 and chat to Dan but, when he gets to Level 2, he

cannot do both things at the same time. (6 marks)

9

Booklet 2: Eyewitness Testimony

Loftus’ Research into EWT – The effect of misleading

information on the accuracy of EWT

Research Study: ……………………. and ………………….. (1974)

Aim: This study aimed to investigate the accuracy of memory of a car

accident to see if ………………… questions distort the accuracy of

immediate recall.

Procedure: …… students were shown ……. films of different traffic

accidents. After each film the participants were given a questionnaire. There

was one critical question: ‘About how fast were the cars going when they hit

each other?’ One group received this question, the other 4 groups received

a variation on this, with ‘hit’ being replaced by either ‘…………………’,

‘……………………’, ‘…………………’ or ‘……………………’.

Findings: The mean speed estimates were calculated for each group.

Smashed: _______mph

Collided: _______mph

Bumped: _______mph

Conclusions: It was concluded that misleading information (leading

questions) can affect the accuracy of memory. It may be that such post-

……………… information causes the information to be altered before it is

stored so that memory is permanently affected.

Information Checkpoint

(1) What are ‘leading questions’? : ..........................................................................

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(2) What is Post Event information: .......................................................................

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Hit: _______mph

Contacted: _______mph

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EEvvaalluuaattiioonn ooff LLooffttuuss aanndd PPaallmmeerr’’ss ((11997744)) RReesseeaarrcchh ((AAOO22))

(1)One strength of Loftus and Palmer’s study is that there was a high degree

of control over variables.

Explain: This means………………………………………………….................................................………..

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Evidence/Example:……………………………………………………………………………………………..………………

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Evaluation:………………………………………………………………………………………………………………….…………

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(1) However, the research was conducted in the artificial setting of the

laboratory.


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Evaluation:………………………………………………………………………………………………………………….…………

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(2)Another problem is that due to the fact the research was carried out in a

laboratory the findings may not be representative of real life.


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Evaluation:………………………………………………………………………………………………………………….…………

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(3)A further criticism is that Loftus used her own students as participants.


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Evaluation:………………………………………………………………………………………………………………….…………

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Validity in EWT Research Discuss the validity of research into EWT (as most EWT research is

usually conducted in laboratory settings does it have high/low

internal/external validity)?

Question Checkpoint

(1) Explain why studies of EWT have been criticised as lacking validity. (5 marks)

Revision Tip: In this question discuss the external validity of EWT research, e.g.

low population validity (Loftus and Palmer used their own Psychology students) and low

ecological validity (are laboratory settings reflective of real life?)

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Internal Validity External Validity

Ecological Validity:

Population Validity:

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Factors Affecting the Accuracy of EWT:

Anxiety:

How can anxiety affect the accuracy of eyewitness testimony?

Laboratory Studies have shown that anxiety can ................................. the

accuracy of eye witness testimony (e.g. research by.....................................)

Other researchers (e.g. ............................................) have found through

real-life investigations that anxiety can ........................................ recall.

1. ………………. 2. ……………………

What does Deffenbacher (1983)

suggest?

Research into the Weapons-focus effect. ( )

Aim:.................................................................................................................................................................

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Procedure:.....................................................................................................................................................

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Findings:........................................................................................................................................................

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Conclusion:....................................................................................................................................................

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EEvvaalluuaattiioonn ooff LLooffttuuss’’ ((11997799)) WWeeaappoonn--FFooccuuss RReesseeaarrcchh ((AAOO22))

(1)Loftus’ findings are supported by further research into anxiety and EWT


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Evaluation:………………………………………………………………………………………………………………….…………

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(2)Deffenbacher et al (1983) agree that high anxiety decreases the

accuracy of EWT.


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Evaluation:………………………………………………………………………………………………………………….…………

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(1)There are contradictory findings from studies in real-life settings which

suggests that anxiety can improve the accuracy of EWT.


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Evaluation:………………………………………………………………………………………………………………….…………

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(2)Another weakness is that the research carried out by Loftus was

conducted in a laboratory and it is likely that this is problematic because

other factors could have affected the findings.

Demand Characteristics:.................................................................................................

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Ecological Validity:............................................................................................................

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……….. of the Eyewitness (including ‘Source Monitoring’)

Young children are poor at ‘Source Monitoring’

Poole and Lindsay (2001)

EEvvaalluuaattiioonn ooff PPoooollee aanndd LLiinnddssaayy ((22000011)) RReesseeaarrcchh ((AAOO22))

((11))AA ssttrreennggtthh ooff tthhee ssttuuddyy iiss tthhaatt iitt wwaass aa ffiieelldd eexxppeerriimmeenntt..


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Evaluation:………………………………………………………………………………………………………………….…………

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((22))AA ffuurrtthheerr ssttrreennggtthh ooff tthhee ssttuuddyy iiss tthhaatt tthhee pprroocceedduurree wwaass ccoonndduucctteedd iinn

aann eetthhiiccaall mmaannnneerr..


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Evaluation:………………………………………………………………………………………………………………….…………

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Aim:................................................................................................................................................................

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Procedure:....................................................................................................................................................

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Findings:.......................................................................................................................................................

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Conclusion:...................................................................................................................................................

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(1)However, the fact that Poole and Lindsay used a field experiment can also

be considered a weakness.


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Evaluation:………………………………………………………………………………………………………………….…………

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(2)In comparison to Poole and Lindsay, some studies have shown that children

can show accurate and reliable memory for events.


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Evaluation:………………………………………………………………………………………………………………….…………

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What is the ‘own age’ bias? (AO1)

Evaluation of the ‘own age’ bias? (AO2)

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The Use of The Cognitive Interview

Research study: Fisher and Geisleman (1992) reviewed the relevant

psychological literature on memory, and related this to the way that

interviews were carried out by the police in real life. They found that

problems with the standard police interview include:

(1).............................................…………………………………………………………………………......

(2).…………………………………………………………………………………………………………………………

(3)……………………………………………………………………………………………………………………….…

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(5)..............................................................................................................................

They also found memory research suggested people remember events better

when they are provided with ……………… …………….. This could be accomplished in

the police interview by mentally reinstating the context of the event being

recalled. Fisher and Geisleman developed an interview technique, the cognitive

interview, which was based on established psychological principles concerning

effective recall. The original cognitive interview technique is characterised by

four distinct components:

Cognitive Interview Techniques

(1)C ………………… R………………….. (CR) – ……….....................................……………………………….

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How does this stage help increase recall? ...................................................................

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(2) R……………….. E…………………. (RE) – …………………..................................…………………………

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How does this stage help increase recall?………………………………………............................ .....................................................................................................................................................................................

(3) C…………… the P………………………. (CP) - ………………………………...............................………….

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How does this stage help increase recall?………………………………………………….................

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4. R…………….. the O……………….. (RO) …………………………………………………............................

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How does this stage help increase recall?…………………………………………………..................

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http://images.google.co.uk/imgres?imgurl=http://janeconstant.tripod.com/Interview.gif&imgrefurl=http://janeconstant.tripod.com/Interviews.htm&h=719&w=959&sz=19&hl=en&start=6&um=1&usg=__83T8sO4SDhOyBvCZuXOhOX1uIZA=&tbnid=g1kPfL8j1w3lCM:&tbnh=111&tbnw=148&prev=/images%3Fq%3Dinterview%26ndsp%3D18%26um%3D1%26hl%3Den%26sa%3DN

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Outline the key differences between the standard and the

cognitive interview.

Standard Police Interview

W

H

E

R

A

S

Cognitive Interview

Evaluation of the Cognitive Interview (AO2):

(1)One strength of the cognitive interview is that it does enhance recall.


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Evaluation:………………………………………………………………………………………………………………….…………

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The second principle behind the Cognitive Interview:

E................. S................ P................. (1973)

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Abernathy (1940):............................................................................................................................................

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(2)The effectiveness of the cognitive interview has been supported by

psychological research.


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Evaluation:………………………………………………………………………………………………………………….…………

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(3)A further strength is that evidence suggests that retrieval cues do

enhance recall.


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Evaluation:………………………………………………………………………………………………………………….…………

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(1)A weakness of the cognitive interview is that research has suggested that it

does not enhance recall.


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Evaluation:………………………………………………………………………………………………………………….…………

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(2)A weakness of the cognitive interview is that police have criticised the

procedure.


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Evaluation:………………………………………………………………………………………………………………….…………

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(3)The cognitive interview raises ethical issues.


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Question Checkpoint

Trevor is a police officer. He is concerned that eyewitness statements he has

taken have often proven to be incomplete and some contain false elements.

When he interviews witnesses, in generally asks lots of short, closed questions.

Because he is always quite busy, he avoids asking general questions and tends to

interrupt if witnesses don’t really say what he wants to know immediately. He

claims his habit of asking questions ‘in no particular order’ ensures he keeps

witnesses on their toes and stops them elaborating on what really happened.

Identify the problems with Trevor’s current method of interviewing witnesses

and suggest changes he could make to improve the accuracy of the eyewitness

testimony. (6 marks)

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Strategies for Memory Improvement (AO1)

Verbal mnemonics:

Acronym: ………………………………………………………………………………..............................................….

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Example: ……………………………………………..........................................………………………………………...

Why (or how) it works: …………………………………………………………................................………….

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Acrostic: ……………............................................…………………………………………………………………..….

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Example: ………………………………………………………………………………..........................................……...

Why (or how) it works: ………………………………………………………………................................…….

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Rhyme: …………………………………...............................................……………………………………………..….

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Example: …………………………………………………………….........................................………………………...

Why (or how) it works: …………………………………………………………………................................….

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Chunking: ………............................................………………………………………………………………………..….

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Example: ……………………………………………………………………………..........................................………...

Why (or how) it works: ………………………………………………………………................................…….

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Visual imagery mnemonics:

Mind Maps: …........................................……………………………………………………………………………..….

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Example: …………………………………………………………………………………….............................................

Why (or how) it works: ……………………………………………………………................................……….

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Method of Loci: ………...............................………………………………………………………………………..….

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Example: …………………………………………………………………………………….............................................


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Key Word Method: …………….........................…………………………………………………………………..….

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Evaluation: Strategies for Memory Improvement (AO2)

(1)Memory improvement techniques work.


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Evaluation:………………………………………………………………………………………………………………….…………

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Evaluation Continued...

(2)Visual imagery has been shown in many studies to enhance recall.


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Evaluation:………………………………………………………………………………………………………………….…………

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(3) Research into memory improvement strategies has validity.


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Evaluation:………………………………………………………………………………………………………………….…………

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(1)Many of the memory improvement strategies are very simplistic.


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Evaluation:………………………………………………………………………………………………………………….…………

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How can ESP help a person to remember information?

23

Term Definition/Explanation Acronym

Acrostic

Age of Witness

Anxiety

Articulatory

Store

Capacity

Central Executive

Change the

Perspective

Chunking

24

Cognitive

Interview

Context

Reinstatement

Displacement

Duration

Encoding

Encoding

Specificity

Principle

EWT

Leading Questions

LTM

Method of Loci

Mind-map

25

Mnemonic

Model of Memory

MSM

Own-age Bias

Phonological Loop

(inc. Phonological

Store)

Post-Event

Information

Rehearsal

Rhyme

Sensory Memory

STM

Visuo-Spatial

Sketchpad

Weapon-focus

Effect

Working Memory

Model

Technology

Memory revision booklet