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Mind Map by joshua6729, updated more than 1 year ago
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Created by joshua6729
over 10 years ago
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Memory - AQA Psychology Unit 1 GCSE
- Multi store model
- Encoding-Storage-Retrieval
- Encoding- Storage- Retrieval
- Sensory- very brief memory
- Short term - 7 chunks
- Long term - Lots of information
- Murdock
- Learn lists of words with 2 secs per word. Then were told to recall the
words in any order. Words from the end of the lost were recalled the best
and the ones at the beginning were also quoted quite well
- Primacy/recency effect
- Primacy/recency effect
- Evaluation
- Lacks ecological validity and mundane realism - Not very realistic
- Not everything in the world has to be recalled only remembered
- Lacks ecological validity and mundane realism - Not very realistic
- Practical Implication
- Helps us understand why it is so difficult top remember phone
numbers as the primacy and recency effect will mostly remember the
first and last numbers
- Helps us understand why it is so difficult top remember phone
numbers as the primacy and recency effect will mostly remember the
first and last numbers
- Learn lists of words with 2 secs per word. Then were told to recall the
words in any order. Words from the end of the lost were recalled the best
and the ones at the beginning were also quoted quite well
- Practical apps
- Car registrations not being longer than 7
- Postcodes not longer than 7
- Car registrations not being longer than 7
- Encoding-Storage-Retrieval
- Reconstructive memory
- Bartlett
- See if people would alter the information in a story to make it seem more familiar
if it seemed odd to them. Recalled the war of the ghosts several times in following
weeks .
- .Each time they told it they replaced unfamiliar elements with more familiar times. Changing it more
each time they retold it
- .Each time they told it they replaced unfamiliar elements with more familiar times. Changing it more
each time they retold it
- See if people would alter the information in a story to make it seem more familiar
if it seemed odd to them. Recalled the war of the ghosts several times in following
weeks .
- Evaluation
- Very difficult to measure accuracy of retelling of story. High Mundane realism as the situation is quite real
- Very difficult to measure accuracy of retelling of story. High Mundane realism as the situation is quite real
- Practical Applications
- Explains why two different people may give two completely different version of the same event
- Does not necessarily mean one of them is lying
- Does not necessarily mean one of them is lying
- Be careful with eyewitness testimonies
- Whilst thinking they might be accurate they may be altering the information without meaning to
- Whilst thinking they might be accurate they may be altering the information without meaning to
- Explains why two different people may give two completely different version of the same event
- Bartlett
- Levels of processing
- Structural processing - Physical appearance of words
- Phonetic processing - Sounds of the words
- Semantic processing - Meaning of the words
- Craik and Lockhart
- Participants presented with a list of words one at a time. Had to answer questions about the words with yes/no
answers. Required different kinds of processing for each question. 70% identified words which required semantic.
35% phonetic. 15% Structural
- Evaluation - Doesn't explain why semantic is better only
proves it is. Some say that deeper processing takes a lot
more time. Low ecological validity and mundane realism
- Evaluation - Doesn't explain why semantic is better only
proves it is. Some say that deeper processing takes a lot
more time. Low ecological validity and mundane realism
- Participants presented with a list of words one at a time. Had to answer questions about the words with yes/no
answers. Required different kinds of processing for each question. 70% identified words which required semantic.
35% phonetic. 15% Structural
- Practical applications
- Improve study skills
- Improve study skills
- Structural processing - Physical appearance of words
- Forgetting
- Interference
- Underwood and Postman
- 2 groups A and B. Group A had two lists of two word pairs they had to learn. Group B only having 1 list.
- Group B's first list more accurate then group A. New learning interfered with the learning of the first list with the group A
- Group B's first list more accurate then group A. New learning interfered with the learning of the first list with the group A
- 2 groups A and B. Group A had two lists of two word pairs they had to learn. Group B only having 1 list.
- Retroactive interference - recently learnt
information hinders our ability to recall other
information we recently learnt
- Proactive interference - when information
we have already learnt hinders our ability
to recall new information
- Underwood and Postman
- Context
- Godden and Baddeley
- Deep sea divers in 4 groups. Group 1 underwater recall and learn words. Group 2
Learn underwater recall above water. Group 3 Learn on shore and recall on shore.
Group 4 learn on shore and recall underwater.
- Groups 1 and 3 recalled 40% more words than Groups 2 and 4.
- Recalling will be better if it is the same place as it learnt
- Practical application - Studying in same place as exam will
help to remember information
- Practical application - Studying in same place as exam will
help to remember information
- Recalling will be better if it is the same place as it learnt
- Groups 1 and 3 recalled 40% more words than Groups 2 and 4.
- Deep sea divers in 4 groups. Group 1 underwater recall and learn words. Group 2
Learn underwater recall above water. Group 3 Learn on shore and recall on shore.
Group 4 learn on shore and recall underwater.
- Godden and Baddeley
- Brain Damage
- Anterograde amnesia - being unable to
lean new information after suffering brain
damage
- Retrograde amnesia - Loss of memory for
events that happened before the brain damage
occured
- Anterograde amnesia - being unable to
lean new information after suffering brain
damage
- Interference
- Eyewitness testimonies
- Factors affecting eye witness testimonies
- Leading questions
- Loftus and Palmer
- Participants shown videos of car crash and asked how fast
the other car 'hit' the other one or 'smashed'. Those who were
asked smashed instead of hit gave a higher average speed than
those who didn't
- Leading questions can affect accuracy of recalled information
- Leading questions can affect accuracy of recalled information
- Participants shown videos of car crash and asked how fast
the other car 'hit' the other one or 'smashed'. Those who were
asked smashed instead of hit gave a higher average speed than
those who didn't
- Loftus and Palmer
- Unfamiliar faces
- Bruce and Young
- Psychology lecturers were caught on security cameras at
the entrance of a building. Students were asked to identify
the faces that they saw from a set of photographs. The
Lecturers' students made more correct identification than
that of other students and experienced police officers.
- Familiarity helps with identifying faces
- Familiarity helps with identifying faces
- Psychology lecturers were caught on security cameras at
the entrance of a building. Students were asked to identify
the faces that they saw from a set of photographs. The
Lecturers' students made more correct identification than
that of other students and experienced police officers.
- Bruce and Young
- Leading questions
- Evaluation
- Watching film or video not the same as a real life experience. In a film you are expecting something to happen
and are in a safe enviornment where as in real life in something happens you are not usually expecting it
- Watching film or video not the same as a real life experience. In a film you are expecting something to happen
and are in a safe enviornment where as in real life in something happens you are not usually expecting it
- Factors affecting eye witness testimonies
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