memory A03

weakness of research into capacity

jacobs methods were unscientific, been critised for confounding variables being present like a hot room, and parctipants being distracted. May have ostimated capacity- only 4 chunks

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weakness of research into coding

artifcal word lists, had no personal meanings. we should be cautious about generalisng the findings to different kinds of memory tasks- finfings have limited application

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weakness of research into duruation

stimulus material was artifcal, trying to memorise constontant sylabbles doesent relfect everyday memory tasks- lack of external validity

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strength of research into duruation

bahricks yearbook studies were of high external validity as meaningful memories were studied. But confounding variables may not have been controlled- such as the fact that bahricks parctipants may have rehearsed yearbooks by looking at them

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weakness of the multi store model

Atkinsons wmm was too simple, in terms of describing LTM, as research has shown that LTM is not one single unitary store- as have three types of LTM- procedural, semantic and episodic- process of maintenance reharsal/ retrivel is also too simple

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artfical materials

experiments into the MSM have used very little relevant to real life material when measuring memory, for example research on duruation has been shown to use consonant sylabbles- which have no meaning- low mundane realism so meaningful generalisations cant

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research support

from lab studies, such as from cunitz who showed that STM/ LTM are seperate unitary stores through the use of brain scans, however several cogntive experiments that have tested aspects of MSM have been conducted in artifcal lab settings- lack of ecologica

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memory process are unobservable

have to make inferences, but is a useful starting point when considering memory- as it was the first model to in-coperate three stores- outdated since the development of the WMM

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Strength of LTM

clinical case study evidience from HM and Clive wearing to suggest that LTM is divided into three seperate subcompoents. clive had retrograde amnesia, he cannot remember his own musical education(episodic), but he can remeber facts(semantic) and procedure

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what does this suggest

that the three types of LTM are distinct stores- unable to encode new semantic, episodic memories, but he could encode procedural memories in lab settings

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but- small sample size

clive wearing is an unusual member of the population- problems generasling the findings to members of the healthy population- as there can be unknown issues to an individual that can explain their behaviour.

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there may not be such a clear cut seperation between types of LTM

episodic and semantic memories. They are too similar some have suggested, both declrative(easy to recall), and they usually become semantic memories over time- suggesting that semantic/ episodic may just be one store- called declarative.

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strength of the working memory model

dual task performance studies, demonstrate the role of the central exectuve and seperate stores involved in STM. Baddeley showed that parctipants had more difficulty doing two visual tasks at the same time(tracking a light and describing letter F)

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than doing both a verbal and a visual task at the same time

which suggests that the visual tasks comete for the same slave system- supports exietnce of a visual spatial sketchpad- cant do it cos of limited attentional resources and limited capacity of these stores.

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weakness

central exectutive has been vaguely described, so is not precise or testable- making this model unscientific. central exective is the most important but least understood compoenent

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strength

active rather than passive approach- explains how cogntive processes interact in STM.

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weakness

external validity has been undermined as dual task performance studies took place in highly controlled lab experiments- low ecological validity

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strength of interference as an explanation of forgetting

real world application in advertising, danaher found that peoples memory was impaired when they saw two similar ads in the space of a week, suggests its better to run multiple ads in a day to enhance memory trade- making interference less likely.

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Mcgeoch and Mc donald showed that for interference two occur the two memories must be quite similar

however this only explains some situations of everyday forgetting, so other explanations such as retrivel failure may be needed to provide a fuller explanation of why we forget things

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futhermore, research into interference like from underwood(proactive) and muller(retroactive) is artifical

artifical words, low mundane realism- may have lacked motivation to learn words, findings are not reliable-

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research support for context dependent forgetting, and state dependent forgetting

abernthys study where students were either tested in a classroom by familar teacher, or in unfamilar contexts- those that had familar contexts did best. Goodwing demonstrated state dependnet forgetting in drunk versus sober people- all of high ecological

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applications to the cogntive interview

in that at the start of CI- people are asked to reinstate the original context as this may trigger enviromental, emotional cues which may lead to more information recalled- based of encoding specify principle tulving and pearlstone

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however tulving/ pearlstones encoding specify principle is overly reliant on assumptions

low reliability

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real world application to exams

want to revise in same location in which you sit exam, may be unrealistic but you could use imagination to acheibve this- smith showed thateven thinking of where you originally learned the info is as effective as being in the same room

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strength of anxietys effect on eye witness testimony- research support from cutshall

investigated real shooting event ,where a theif in a gun shop was shot dead by the owner, asked eye witnesses to take part in his study, 13 agreed they were asked to recall details from the shooting, and also how stressed they felt on a 7 point scale, it

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who provided evidience for anxiety having a negative effect?

johnson/scott- created a high and low anxiety situation, in low anxiety condition man walked through waiting area with pen and grease on his hands in high anxiety condition they overhead a heated argument- saw man walk through waiting room with a paper kn

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what were the findings

not as many people identified the man with the knife, cos of tunnel theory- they were focused on weapon

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A03 of johnson and scott

weapon focus may not be relevant, tested unusualness not anxiety- they were focusing on it cos its weird not cos they were scared, pickel provided evidience for this, chicken and handgun was presented- worse eye witness testimony

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dodsons inverted U theory is too simplistic

anxiety is challenging to measure as it has many elements behavioural, emotional, physical characteircs- inverted u theory assumes just one of these is the cause for better performance(better pyslogical arousal)

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strength of misleading information eyewitness testimony- research support from loftus./ palmer leading questions

showed ppl car crash clip, asked leading question on how fast they thought cars were going- different verbs which indicated speed of car- verbs like smashed had 41mph contacted had 31 mph

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a03 of this

very artfical- watched a clip, so didnt have the presence of adrenaline and stress, ignores effects of emotion- findings cant be relied on, tell us lil about the effects

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research has practical applications in real world in the justice system

suggests that police need to be very careful in the way the word the questions they ask- as this can affect the accracy of eyewitness testimony, meaning justice may not be obtained. helps to improve rates of justice

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post event discussion resarch- fiona gabbert

tudies participants in pairs, they watched a clip of same crime, filmed from different POVS. each saw different elements of the clip. For example only one group could see title of book women was reading.

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findings

discussed what they saw, then individually complegted test of recall. t 71% of parctioants recalled aspects of the event which they had not seen in the clip they were shown, but had picked up in discussion. Corresponding figure in control group, where the

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why

concluded victims often go along with each other to win social approval or cos they believe the other witnesses are right and they are wrong

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individual differences

Individual differences- old people are less accurate than younger people, the studies mostly used younger people, so are not accurate and representative of entire population meaning conclusions cannot be drawn about the effects of leading questions on eye

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what is a strength of the cogntive interview- research support

a meta analysis by kohnken combined data from 50 studies to find that the enhanced cognitive interview consistently provided more correct information than the standard police interview- shows its effective which is beneficial for justice system as police

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practical limitations

cost and time can explain why its not used widespread in the police force. it is time consuming- police may be relecuant to use it due to time restraints

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comparisons are challenging

polices don't use it correctly because its time consuming study into the thames valley police found that the correct procedure wasn't used, more a combination of related techniques

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didnt use

thames valley police only used mental reinstatement of context and report everything but not the changing perspectives- this means that its common for not all components to be used, showing that its hard to measure the effectiveness of the cognitive inter

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memory A03

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