All key terms and key studies from Memory - AQA Psych
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| Miller | Used a serial recall task to determine STM capacity and found that most people could remember between 5-9 items (magic number 7)
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| Peterson & Peterson | Found that 90% of participants could remember a 3-consonant trigram after 3 seconds, but only 2% could recall it after 18 seconds
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| Bahrick | Investigated the duration of LTM by asking people to recall people from their high school. Even after 48 years, they scored 70% on photo recall
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| Baddeley | Found that STM and LTM are coded differently - STM are coded acoustically and LTM coded semantically
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| Glanzer & Cunitz | Discovered the Serial Position Effect, where people are more likely to remember words at the beginning (primacy effect) and end (recency effect) of a list
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| Patient KF | Had a motorcycle accident and afterwards had a normal visual STM capacity, but an abnormally low verbal STM capacity
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| Patient HM | Had his hippocampus removed and afterwards was unable to form new declarative memories (episodic and semantic), but able to form new procedural memories
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| Gathercole & Baddeley | Dual task technique. Found that we can do visual and verbal tasks simultaneously but not 2 visual tasks.
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| Underwood | Participants who memorised one list could recall 70% of it the next day, but if they memorised 10+ lists they only recalled 20%
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| Muller | Recall of nonsense syllables was worse for participants given a distraction task during the retention interval
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| Godden & Baddeley | Participants learnt word lists on ground or underwater (scuba). Recall was best if the conditions were the same as during learning - whether back on ground or underwater
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| Goodwin et al | Participants who were drunk when learning word lists were better at recalling them if they were drunk again. If sober at learning, recall was best when sober again
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| Loftus & Palmer | Altered the verb they used during questioning witnesses to a car crash. If using the word 'smashed', their speed estimates averaged 41mph, compared to 32mph for 'contacted'
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| Yuille & Cutshall | Used leading questions on witnesses to a real life armed robbery. They found that in real life cases, leading questions did not affect memory.
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| Gabbert | Showed different participants two videos of the same event and then allowed them to discuss what they had seen. 71% of them later recalled things that they couldn’t have seen
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| Loftus (or Johnson & Scott) | Studied the Weapon Focus Effect. 33% of participants correctly identified a man if he was carrying a knife, but 47% recalled if he carried a pen
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| Christianson & Hubinette | Studied real life bank robberies and, contrary to the Weapon Focus Effect, found that the best recall was from witnesses who experienced the threat close up
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| Kohnken | Compared cognitive and standard interview. Cognitive was better (though it also led to more incorrect information being reported).
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| Capacity | The amount of data a store can hold
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| Serial recall | A method of testing memory by asking participants to ask them to repeat information in order (usually a list of numbers)
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| Duration | The length of time a store can hold data
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| Coding | The way in which information is changed in order to be stored in memory
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| Sensory memory | The first store in the MSM. Picks up information from the senses for a very limited time
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| Short term memory | A temporary memory store which holds information that has had attention paid to it for roughly 18-30 seconds
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| Long term memory | A permanent and virtually unlimited memory store from the MSM
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| Maintenance rehearsal | Repeating information over and over again to transfer from STM to LTM
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| Decay | When a memory disappears over time
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| Displacement | When a memory store runs out of capacity and information is 'pushed out' by other information
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| Retrieval | When information is recalled from LTM back to STM
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| Central executive | The master store of the WMM, responsible for directing information to the appropriate slave system
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| Phonological loop | A slave system of the WMM used for processing sounds and auditory information
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| Visuospatial sketchpad | A slave system of the WMM used for processing visual and spatial information
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| Episodic buffer | The most recently added slave system of the WMM, responsible for integrating information to make sense for the LTM
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| Semantic memories | Memories of the meaning of things
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| Episodic memories | Memories of events
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| Procedural memories | Memories of skills and processes
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| Explicit/Declarative memories | Memories that you have to consciously think about, including episodic and semantic
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| Implicit/Non-declarative memories | Memories that are unconscious, and do not need to be explicitly thought about, including procedural
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| Interference | An explanation for forgetting that claims information is lost due to confusion with other, similar information
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| Proactive interference | When old information affects our ability to learn new information
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| Retroactive interference | When new information affects our ability to remember old information
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| Retrieval failure | When information is unable to be transferred from LTM to STM due to a lack of cues
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| Context-dependent forgetting | An explanation of why trying to recall something in a different situation to when you learnt it is difficult
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| State-dependent forgetting | An explanation of why trying to recall something in a different mental state or emotion to when you learnt it is difficult
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| Misleading information | Incorrect information/ideas presented to a witness, usually after the event. Examples include leading questions and post-event discussion
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| Leading questions | A question which implies or favours a particular answer - e.g. 'Was he wearing a brown jacket?'
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| Post-event discussion | The idea that your memory of an event can be affected by talking to people about it after the event, perhaps due to memory conformity
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| Anxiety | A factor affecting EWT - the stress a witness felt during the event
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| Weapon focus | The theory that people tend to focus on threatening objects rather than faces
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| Cognitive interview | A technique for improving eye witness testimony
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| Report everything | Asking the witness to recall every aspect of an event, even if it seems irrelevant
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| Change perspective | A cognitive interview technique where the witness is asked to recall the events from another witness' point of view
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| Change order | A cognitive interview technique where the witness is asked to recall events in a non-chronological order to disrupt schema
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| Context reinstatement | When the witness is asked to put themselves back in the same mental state they were in during an event
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