Cognitive Psychology - Lecture 9 Anki Questions PDF

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Cognitive Psychology 1a – Lecture 9 Anki Questions BIG IDEA 1: 1. 

Outline Fune’s Memory Analogy. Reflects the idea that our brain functions the most effectively when it is not too structured or chaotic.

2. 

Define ‘FORGETTING’. Inability to remember information; treat something with thoughtless inattention (neglect), to leave behind (unintentionally) and fail to mention (intentionally).

3. 1. 2. 3. 4. 5.

Name 5 aspects of forgetting. Loss of Information. Loss of Access. Intentional or Incidental. Temporary or Permanent. Graded.

4.    

Describe Ebbinghaus’ laboratory investigation into forgetting. List nonsense syllables, he taught himself after intervals of 21 mins and 31 days. Re-tested himself on the lists until he was able to recall items without error. Measured how much time he spent re-learning these lists. Worked out how many items he had remembered and how much he had forgotten.

5.  

Define ‘FORGETTING CURVE’. How much information is forgotten as a function of time. Forgetting is rapid but it eventually shuts down – Ebbinghaus, Day 2 70% and Day 2 – 31 10%.

6. 1. 2. 3.

Name 3 causes of forgetting. The Consolidation Theory. Decay. Interference.

7.  

Define ‘CONSOLIDATION’ as a cause of forgetting. Refers to when memory traces grow stronger due to frequency of retrieval and deep processing. Less consolidation of memories will result in them fading and being forgotten.

8. 

Define ‘DECAY’ as a cause of forgetting. Memory traces spontaneously fade over time – time itself causes forgetting.

9. 

Define ‘RETROACTIVE INTERFERENCE’ as a cause of forgetting. Current attempts to learn something interferes with past learning.

10. DEFINE ‘PROACTIVE INTERFERENCE’ as a cause of forgetting.  Past learning interferes with current attempts to learn information.

11. Define ‘FLASHBULB MEMORY’.  Memory of highly dramatic and surprising events that preserves the less important details of the context as strongly as the event – Brown & Kulik (1977) more accurate and immune to forgetting.

12. Outline recent research into flashbulb memories.  They are subject to normal forgetting, distortion and are capable of changing over time.

13. Define ‘EYEWITNESS TESTIMONY’.  An account of events given by a bystander or a victim in a courtroom describing what the person observed that occurred during the incident under investigation.

14. Give 1st disadvantage of an eye witness testimony.  Probability of distortion increases over time.

15. Give 2nd disadvantage of an eye witness testimony.  Witness confidence in memory accuracy is as high for inaccurate memories as it is for accurate ones.

16. Give 3rd disadvantage of eye witness testimony.  No good way to distinguish inaccurate from accurate memories.

17. Give 1st advantage of an eye witness testimony.  Not equally sensitive to distortion.

18. Give 2nd advantage of an eye witness testimony.  Advances in how to collect testimonies:  cognitive interview, post event information and person identification by eye witness testimony.

19. Name 2 ways Eye Witness Testimony can be distorted. 1. Wording of Questions – leading questions etc. 2. Source Misattribution.

20.    

Outline Loftus & Palmer’s (1974) of how post event discussion can affect eyewitness testimony. Showed participants a video of a car accident, after they asked a question with a keyword: ‘How fast were the cars going when they _________ each other’. They replaced the black space with: hit, bumped, collided and smashed. Perceived speed increases as question suggests stronger impact.

21.   

Outline Loftus & Palmer’s (1974) follow up investigation. One week later they invited the participants back to the laboratory and asked them the question: ‘Did you see any broken glass’ – in actuality there was no broken glass. 32% of participants said yes and claimed to remember a false memory.

22. Define ‘TRADITIONAL INTERVIEW’.  Uninterrupted account of events following guided instructions.

23. Define ‘COGNITIVE INTERVIEW’.  A questioning technique used to enhance retrieval – it is characterised by 4 components.

24. 1. 2. 3. 4.

Name the 4 components of the Cognitive Interview. Mental Reconstruction. Report Everything. Change Order. Change Perspective.

25. Define ‘MENTAL RECONSTRUCTION’ as a component of the cognitive interview.  Return to the crime scene ‘in their mind’ – related to context dependent forgetting.

26. Define ‘REPORT EVERYTHING’ as a component of the cognitive interview.  Encouraged to include every single detail despite relevancy – trigger other memories.

27. Define ‘CHANGE ORDER’ as a component of the cognitive interview.  Recalled in a different chronological order to disrupt the effect of schemas.

28. Define ‘CHANGE PERSPECTIVE’ as a component of the cognitive interview.  Recall incident from another person’s perspective to disrupt the effect of schemas.

29. Name 2 methods of improving memory. 1. Intervening at the cognitive/information processing level. 2. Make better use of our existing memory systems.

30. Describe ‘Cognitive/Information Processing Intervention’ as a method of improving memory.  Distributed learning improves long term recall in oppose to massed practice.  With ML over 20 sessions are needed to reach the same performance level for DL after 5.

31. Describe the use of Mnemonic Strategies as a method of improving memory. 1. Semantic Associations – E.G. ROYGBIV to learn the rainbow. 2. Visual Memory – E.G. Create images to remember items & Method of Loci (mental mind map).

32. Outline 3 revision tips. 1. Associate the Material. 2. Transfer Appropriate Processing – process material in a way that is appropriate for the test. 3. Distributed Learning....