provides an in-depth summary of all A01 sections, with reference to relevant research pieces needed. Also provides an outline of all evaluation points for each section to be able to use in questions needing A03
Explanation of forgetting: Eyewitness testimony: misleading info
Working memory model: Baddeley & interference theory Post event discussion: memory contamination
hitch Interference happens when two pieces of and conformity
Central
information are in conflict Loftus and palmer:
executive
Proactive interference – old info interferes - Lab experiment
Phonological loop with the recall of the new info - IV – verb (hit, bumped, contacted,
Visuos Episo collided, smashed)
- Articulatory Retroactive interference – new info interferes
patial dic - DV – speed estimate
control with recall of the old info
sketch buffer - IMD – 45 psych students
system
- Phonological P – lots of research consistently supports the - Video clip of car crash
store effect - 10 questions
E – McGeoh found that when pps were given - 1 critical ‘how fast…’
word list to remember, and had to look at - Contacted = 31.8mph, smashed =
Long term memory another word list in-between (similar or very 40.5mph
different) they remembered less of original Gabbert:
words if they had similar words in between - Paired pps
CE: attentional process, limited storage, - Video of crime, different angles
E – this is because the similar words interfered
allocates - Discussion after
more with original list than dissimilar
PL: sound based - Control group – no discussion
L – supporting idea that interference can lead
- ACP - maintenance rehearsal - 71% errors caused by discussion group
to forgetting
- PS – words you hear cross-over with partner (claimed they
VSS: visual data saw things that they didn’t)
P – however, research into this theory used
- VC – stores visual data Explanation of forgetting: retrieval - 0% errors control group
- IS – records arrangement of objects theory
EB: temporary storage, integrates & links LTM Encoding specifity principle Tulving: cues
present when info is first stored need to be P – real life applications
P – supporting evidence present when trying to recall ‘tip of the tongue’ E – police now know not to use leading
E – Shallice and Warrington, KF – could not use Context dependant forgetting: questions where interviewing EW, and also, to
STM for auditory task but visual STM fine external/environmental cue needed try stop EW talking to each other after the
E – must be separate STMs as damage to one State dependant forgetting: internal cue/state crime has happened to stop post event
does not damage the other which shows they of mind cue needed discussion
are independent Godden and Baddeley: scuba divers, word list E – could help to produce more reliable EWT,
L – valid assumption of the WMM - Land/ land, land/sea, sea/sea, sea/land can prevent wrong person being caught, and
- Recall 40% lower when cues don’t match guilty culprit staying free
P – some ‘normal’ population used L – topic useful
E – Baddeley and hitch dual task models P – supporting evidence
E – shows that even in non-clinical population, E – Baddeley and Godden Scuba diver study. P – research artificial
there are separate STM stores Better recall when settings matched E – watching a car crash or crime on video is
L – helps to strengthen the model E – supports context dependent forgetting, pps not same as seeing it real life, pps would be
forgot more when context cue was not present more anxious and alert perhaps
P – however, not much is known about the CE when recalling E – could mean misleading info might not be as
E – key part of model, but misunderstood L – could be valid explanation of forgetting powerful in real life, maybe the pp would be
E – Baddeley stated that more needs to be more certain on what they saw and less easily
known about its function – most important. But P – however, thus theory only seems to work in
least understood limited situations
L – model currently incomplete without E – Baddeley repeated study using recognition
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