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COGNITIVE PROCESSES
Memory
: refers to the processes that is used to acquire, store, retain and retrieve information. There are three
major processes involved in memory: encoding, storage and retrieval.
Memory is acquiring information and encoding it into the brain, allowing it to retrieve and rehearse to
store it as either short term or long term.
● Short-term memory
● Long-term memory
● capacity
● encoding — how memory gets into the brain
● duration
Short-term memory
: is a temporary place for storing information received through the senses where it receives little
processing
● encoding: how sensory input is represented by the memory system
: limited capacity store that can hold 7 +/- 2 chunks of information for up to 18 seconds
Duration
Duration of short term memory: 18 seconds
Peterson and Peterson (1959)
● Aim: to find the duration of short-term memory
● Procedures: 24 psychology students had to recall meaningless three-letter trigrams in different
intervals
○ interference task → counting backwards in 3s from 100
■ to prevent rehearsal (so the information doesn’t go to the long-term memory)
● Results:
○ 3 seconds, 90% of the trigrams were collectly recalled
○ 6 seconds, less than 50%
○ 18 seconds, only 10%
● Conclusion: the longer the interval the less accurate the recall
○ short-term memory decays without rehearsal
○ multi-store model
● Criticism: results were only generalised to psychology students
○ psychology students could have demonstrated demand characteristics → they know
about the experiment and could try their hardest to remember — lack population validity
○ psychology students could have better strategies for memory improvement
○ participants were asked to remember very artificial data (internal validity) — lacks
“mundane realism” and ecological validity
[mean average is used to get rid of individual differences]
Capacity
Capacity of STM: 7 ± 2 chunks
Jacobs Study (1887)
● used a sample of 443 female students (aged 8-19) from North london Collegiate School
● PPs were asked to repeat a string of numbers or letters in the same order
○ number of digits/letters gradually increased
● average span was 9.3 for digits, 7.3 for letters
○ we never have to remember random letters
○ lacks mundane realism
Long-Term Memory
: unlimited capacity memory store that can hold information for up to 48 years
Duration
Bahrick et al (1975)
● Aim: To investigate the duration of long term memory using high-school yearbook photos with
its relation to capacity
● Procedure:
○ 392 American graduates from a particular high school aged 17-74 were shown
photographs from their high school yearbook.
○ Free-recall test: they were asked to remember as many names from the class as
possible
○ Photo-recognition test: participants were asked to identify former classmates by looking
at 50 photos without being given a list of names,
○ Name-recognition test: “which students were in which class”
○ Name and photo-matching test: each participant were given a group of names in which
they were asked to select the names that matched the photographs
● Results:
○ Face and Name - 90%
○ Free Recall - 30%
○ Name Recognition - 80%
Duration of long-term memory is 48 years
Conclusion:
● supports the idea that LTM can store some types of information for a very long time
○ free recall becomes more difficult over time, but recognition does not diminish much
good at recognition, bad at recall
Criticisms:
- very specific type of memory
- classmates faces and names may hold emotional significance
- time for a great deal of rehearsal over school life
- familiar faces are a very specific type of information and therefore these results cannot be
generalised to memory
+ Ecological validity was high. The study used a naturally occuring form of indo so avoided the
artificiality often present in memory studies
Shepherd (1967)
8 October 2018
Encoding
: refers to the form in which info is stored and transmitted
→ same piece of music can be represented in different ways (CD, binary, vibrations)
● Iconic: what information looks like
● Acoustic: what information sounds like
● Semantic: what information means
STM prefers acoustically similar words.
Baddeley (1966)
● Asked PPs to learn some word lists
○ acoustically similar
○ acoustically dissimilar
○ semantically similar
○ semantically dissimilar
● PPs either recalled the list immediately (STM) 5 words or after a timed delay of 20 mins (LTM) for
10 mins
DV: how many errors PPs made
STM LTM
Models of Memory:
1. The Multi-Store Model (Atkinson & Shiffrin, 1968)
2. Working Memory Model (Baddeley & Hitch, 1974)
Models are not an exact copy, but its a replica or a representation of something
● shows us how something works
A model of memory is a representation of how memory works.
The Multi-Store Model (Atkinson & Shiffrin 1968)
● 3 different types of memory
○ Sensory Memory, STM, LTM
○ ^^ described as “memory stores”
● any stimulus you come across has been in one or more of these stores
○ sequential (in this sequence)
● each store retains a different amount of info, in a different way, and for a different length of time
1. Pay attention : SM → STM
2. Rehearse it
a. maintenance rehearsal keeps it in STM
i. largely verbal or iconic
b. elaborative rehearsal can get it to out LTM
i. largely semantic
3. or Decay
4. Retrieve it back from STM
Sensory Memory
: memory store that takes information from our sense organs
○ see, hear, taste, touch, smell
Seeing = Iconic Memory (visual info)
Hearing = Echoic Memory (auditory info)
Touch = Haptic Memory (tactile info)
Sperling (1960)
Capacity
● presented on a grid of letters for less than a second
● people recalled on average 4 letters
● although when he used “partial report”
● iconic memory held up to 10 letters
● decays before we can report them all
Duration
● SM: 2 seconds
Sensory Memory: duration of 2 seconds, capacity is difficult to specify
“When I learn new stuff it pushes out things I already knew. Remember when I went on that wine tasting
course and I forgot how to drive?” —Simpson 2001
Glanzer & Cunitz (1966)
Participants were able to recall more words from the beginning of the list and the end of the list rather
than the middle of the list. The beginning of the list was elaboratively rehearsed, so it’s in the LTM, while
the last few words were maintenance rehearsed.
● primacy effect & recency effect
MRI and PET scans show which parts of the brain are being used when certain tasks are carried out.
Beardsley (1997) → STM
Squire (1992) → LTM
STM: Prefrontal Cortex
LTM: Hippocampus (the top of the spine)
These show that there are memory stores → supports the Multi-Store Model.
Supported by Clive Wearing and HM
Amnesia
Retrograde Amnesia: losing previous memories
Anterograde Amnesia: the inability of making and keeping new memories
Wernicke-Korsakoff’s Psychosis: brain disorder caused by extensive Thiamine (vitamin B1) deficiency
[when you get too drunk that you can’t remember anything)
● overconsumption of alcoholic beverages
→ Main symptoms
● Anterograde amnesia - can’t form new memories or learn new info or tasks
● Retrograde amnesia - loss of existing memories - recent memories (STM) are more vulnerable to
loss
● Confabulation - invented memories which you think are true because of gaps in memory
● Meagre content in conversation - conversations lack quality and quantity
● Lack of insight and apathy
11 October 2018
Case Studies
: in-depth investigations of one person or group of people
● focuses on a sample of an individual, group or organisation
● specific and in-depth
● a type of descriptive research where IV and DV are not used to test cause and effect
Methods used in Case Studies
- unstructured interviews
- observations
- past records: medical histories, diaries
Uses of Case Studies
● atypical behaviour/conditions: autism, brain damage, OCD
● unusual situations: feral children..
● usually small samples— not many people are affected
● gives in-depth sight— lots of rich information
● gives insight into how to help
Strengths and Weakness of Case Studies
Strengths Weaknesses
Multi-Store Model
Strengths Weaknesses
large base of research that supports the idea some research had low ecological/external
(studies of amnesiacs— Clive Wearing, HM & validity
KF— and brain scanning— LTM is in hippocampus
and STM is in frontal lobe)
this model has led to further research into over-simplified (multiple STM & LTM stores)
memory and how the human mind works (is
influential)
helped doctors diagnose problems and disorders assumes that LTM is unlimited
to patients
accounts for Primacy Effects and Recency Effects makes our mind’s process of memory seem like a
series of moving information from one store to
the next— other models make the memory seem
more active and that information is constantly
being processed
Ruchkin (2003) → supports — there is a back flow from LTM and STM
Logie (2009) → refutes — information in the STM is not passed into LTM through rehearsal
→ must be an interaction between STM and LTM in which the information is
interpreted with regard to previously stored knowledge and past experience
Glenberg (1977) → refutes — low correlation between the amount of rehearsal and how much
information can be recalled
Schachter (2000) → refutes — there are 4 LTM stores
Spiers (2001) → refutes — LTM has 2 forms: declarative knowledge & procedural knowledge
25 October 2018
Central Executive:
- drives the system
- decides how attention is directed
- allocates the resources
- has no storage capacity
- cannot attend to many things at once (bad at multitasking)
Baddeley (1996) ← study for Central Executive
● asked participants to think of random digits that bore no connection to each other (by tapping
numbers on a keyboard), either carried out on its own or with one of the tasks
○ reciting the alphabet
○ counting from 1
○ alternating between letter and number
★ generated number stream was much less random in condition 3 → they were competing for the
same central executive resources
Episodic Buffer:
- general storage space for both acoustic and visual information
- integrates information from the central executive, the phonological loop, the visual sketchpad
and the long term memory
- has limited capacity
Phonological Loop:
Deals with auditory information and the order of information
● The auditory store (inner ear)
○ Which holds information in speech based form for 1-2 seconds
____
● The articulatory control (inner voice)
○ Used to rehearse verbal information from the phonological store
Baddeley (1975)
● 2 lists of words (1 monosyllabic, 1 polysyllabic)
● Presented words for brief periods of times
● Average correct recall over several trials showed participants remembers the short words much
better “Word Length Effect”
The Visuospatial Sketchpad
Holds visual (what things look like) and spatial (relationship between things) information for a very short
time
→ You use it when you are planning a spatial task, i.e. going from the common room to a classroom
Baddeley (1973)
Participants were given a visual tracking task. Tracking a moving line with a pointer whilst at the same
they were given one of the two tasks:
1. to describe the shape of the letter F
2. to perform a verbal task
They performed better in the second task.
STORY ♥♥
Once upon a time, there lived a very important businessman. He was the Central Executive of a very
busy company. Being the central executive was extremely successful as he had overall control of the
company’s operations and processes. In the building, there was a storage room called the Episodic
Buffer. In this room, there was a recorder with cassette tapes that would record audio (auditory store),
where you would be able to play it out loud, rehearsing the information. these cassette tapes would
continuously be burning so the audio would only last for 1-2 seconds. In the room there were also
screens that the central executive had complete control over, that shows the interior of the building.
Any audio or visuospatial information that was continuously rehearsed moved to a different room called
the LTM.
Strengths Weaknesses
shows a more in-depth understanding of STM little direct evidence on how the central
executive works and what it does
does not over-emphasise the importance of only involves STM, doesn’t include SM or LTM
rehearsal → not a comprehensive model of memory
applies to real-life tasks (reading, problem does not explain changes in processing ability
solving, navigation) that occur as the result of practice or time
Contrast the Models of Memory
31 October 2018
Eyewitness Testimony
Reconstructive Memory
Schemas
: the organisation of previous reactions and experiences in order to understand and predict present and
future experiences
● knowledge structures that relate to commonly encountered objects, situations or people
● enable us to predict events, make sense of unfamiliar circumstances, organise our own
behaviour
Bartlett (1932) War of the Ghosts
Aim: To investigate the effect of a culturally-specific schema on a culturally unfamiliar story
● British PPs were students at the University of Cambridge
● PPs read the ‘War of the Ghosts’ Native American folktale over twice
● memory is not a direct record of what was witnessed
● what is encoded and how it is retrieved depends on:
○ information already stored in memory
○ how this info is understood, structured and organised
- the story become significantly shorter
- detail as lost
- some details were changed
- structure altered to become ‘westernised’
Distortion occurred during recall and they were making a ‘Best guess’ at the information → Said to be an
Imaginative reconstruction of experience
● witnesses to crimes filter information during acquisition & recall
○ their schematic understanding may influence how info is both stored & retrieved
○ distortions may occur with realisation
What could have caused these effects?
- past experiences
- assumptions about what usually happens
- stereotypes & beliefs about crime & criminals
Allport and Postman (1947)
PPs were shown a cartoon of a white man and a shaded character on a subway train. Most recalled that
the black man had the razor in his hand. The razor was actually in the white man’s hand (stereotypes —
more prone to violence)
Conclusion:
● when an actual perceptual fact doesn’t match our expectations, we trust our expectation more
than the real situation
● we see what we expect to see and this forms the basis for the memory for an event
Brewer & Treyens (1981)
Office workers were put in an office containing several office supplies and other objects that wouldn’t
be in an office. They were then asked to recall everything they saw inside the room. Some people said
they saw things they didn’t, such as things that would be in an office, but wasn’t inside the room.
Loftus — TED Talk
● 300 defendants were convicted for crimes they didn't do
○ ¾ are due to faulty memories
● memories are constructive and reconstructive
● “hit” “smash” study
● feeding people misinformation could distort memory, but it is unethical
● planting false memories have repercussions that affect behaviour
● memory, like liberty, is fragile
● eyewitness’ false memories affects other people as well
Why is EWT important?
● 75% of all convictions in the uK are based on EWT
● 10,000 wrong convictions are made each year on the premise of EWT
● supportive evidence is now required in the UK convictions whenever available ( DNA, CCTV) —
EWT is not enough
● defence attorneys and psychologists believe it to be unreliable form whilst jurors (jury) believe it
is the most important form of testimony
Reconstructive Errors
Loftus
- deliberately misinformed people about what they had seen
- showed that it was able to alter people’s memories
- planting false memories into someone’s head changes their schematic understanding
- → they may spontaneously ‘recall’ a memory that is actually false
Leading Question
A leading question is a question that subtly / subconsciously prompts or encourages the desired
answer.
Loftus & Palmer (1974)
“The reconstruction of an automobile destruction”
Aim: The aim of the paper was to study the effects of language on recall in eyewitness testimony and
Leading Questions
Their research involved two experiments
Loftus & Palmer (1974) Study
08 November 2018
A questionnaire is quite limited. Some people might not answer truthfully because they might be
ashamed of their answer.
SDB → Social Desirability Bias
● Critical question is hidden in the questionnaire to get rid of demand characteristics
● Schemas can not only reconstruct memory, but also add to memory
● Placebo Effect
● One week later → because for EWT, you don’t go to court straight away
“ Misleading postevent information does change the way info is stored in LTM”
Critical Thinking (Criteria D)
Yuille and Cutshall (1986)
● interviewed 13 people who had witnessed an armed robbery
● witnesses who were closest to the incident gave the most detail
● re-interviews took place 4 months after the crime and despite including 2 misleading questions,
PPs still provided accurate recall which matched their initial report
○ PPs who were most distressed at the time of the incident gave the most accurate
testimony
→ refutes Loftus & Palmer Study
● Misleading information did not alter a person’s memory
● Misleading information had greater influence in the lab
Factors which could influence the accuracy of EWT:
● emotion (anxiety / stress)
● visual characteristics → wigs / hats
● weapon focus
● reconstructive memory
● age of witness // age-bias
● under the influence of alcohol
● time between crime and EWT
Effects of Anxiety
Anxiety: unpleasant emotional state of fear accompanied by physiological arousal
Physiological Effects:
● fight or flight response
○ heart rate increases. shallow breathing, sweaty palms (jazz hands), blood taken away
from stomach → butterflies
Positive effects:
● “eustress” may occur
● enhance concentration
Deffenbacher et al (2004)
→ carried out a meta analysis of 18 studies published between 1974 - 1997
analysing existing studies
Aim: to see how high levels of anxiety affected accuracy of an eyewitness’s recall
Results: there was support from these studies that high levels of stress negatively impacted on the
accuracy of eyewitness memory
Can anxiety enhance recall?
Christianson and Hubinette (1993)
● questioned 58 real witnesses to bank robberies
● those witnesses who had been threatened were more accurate in their recall and remembered
more details than those who were onlookers and were less emotionally aroused
● they tested the PTS again 15 months later and this was still the case
● high levels of stress positively impacted the accuracy of eyewitness memory
Yerkes Dodson Curve (1908)
Weapon Focus Effect
Johnson and Scott (1976)
→ refutes Christianson and Hubinette (1993)
Aim: to investigate how the ‘weapon focus effect’ affects recall
Procedure: in their original experiment Loftus et al used two conditions, one with weapon and one
without
● in both conditions participants heard a discussion in the room next to them
● in condition 1 a man emerged holding a pen with grease on his hands
● in condition 2 the man was holding a penknife covered in blood and the discussion got more
heated
Findings: when asked to identify a man from 50 photos,
→ PPs in condition 1 were 49% accurate
→ PPs in condition 2 were 33% accurate
Conclusion: it can be concluded that the weapon may have distracted attention from the person holding
it and therefore may explain why eyewitnesses have poor recall for certain details of violent crimes
^^ Loftus (1979)
→ concluded that the PPs who were exposed to the knife had higher levels of anxiety and were more
likely to focus their attention to the weapon
∴ levels of anxiety associated with seeing a weapon affects the accuracy of eyewitness testimony
14 November 2018
Age of Witness
● children are becoming more evident in court cases (e.g. child abuse)
● evidence suggests diminishing of cognitive amongst the elderly (e.g. dementia)
Parker and Carranza (1989)
→ compared primary school vs. college students to identify an individual following a mock crime
● primary children were found to make more errors
Yarney (1993)
● stopped 651 adults and asked the physical characteristics of a young woman they had met for 15
seconds, 2 mins earlier
● young (18-29) and middle aged (30-44) were more confident but not less accurate
Effects of Delay
Memon et al (2003)
→ studied the accuracy of young (16-33) and older (60-82) eyewitnesses
When the delay between seeing the incident and identification was short (35 mins),
● there was no difference in the accuracy of the two age groups
● when there was a delay of a week, older participants were significantly less accurate
Alcohol
● reduces concentration levels and STM
Clifasefi (2006)
→ found that 82% of intoxicated PPs failed to see a man dressed up whilst observing another task
● this relates to the term ‘Alcohol Myopia’
● the more intoxicated you are the less attention paid to stimulus
○ Steele and Josephs (1990)
The Role of Emotion in Memory
● enhance our memory
● impair our memory
How does emotions impair our memory?