Back to AI Flashcard MakerPsychology /Y1: Psychology: Cognitive Developmental Differences in Memory Part 2
Y1: Psychology: Cognitive Developmental Differences in Memory Part 2
This deck covers the impact of Alzheimer's on memory, evaluating different memory models, and understanding types of memory and schemas.
How does the development of Alzheimer’s affect memory in terms of the Multi Store Model?
Development of Alzheimer’s can cause impairment in the STM which may lead to information decaying before there is a chance to encode and so new LTM wouldn’t be formed. Similarly, LTM may experience decay if there is retrieval failure.
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Key Terms
Term
Definition
How does the development of Alzheimer’s affect memory in terms of the Multi Store Model?
Development of Alzheimer’s can cause impairment in the STM which may lead to information decaying before there is a chance to encode and so new LTM wo...
Evaluate a strength of using the MSM as an explanation for developmental differences in memory.
P - MSM can be scientifically tested E - By operationalising memory in the form of 3 separate stores that can be individually tested E - Therefore red...
Evaluate a weakness of using the MSM as an explanation for developmental differences in memory.
P - MSM is too simplistic E - It provides little detail on the complex processes of each store and doesn’t account for when rehearsal is not needed to...
Define a ‘dual task’.
Doing 2 tasks that take place in the same slave system.
Give an example of a dual task.
Trying to listen to music and the TV at the same time.
How does the development of Alzheimer’s affect memory in terms of the Working Memory Model?
Baddeley’s research suggests that… The development of Alzheimer’s impairs the central executive as when trying to perform dual tasks there was deficit...
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| Term | Definition |
|---|---|
How does the development of Alzheimer’s affect memory in terms of the Multi Store Model? | Development of Alzheimer’s can cause impairment in the STM which may lead to information decaying before there is a chance to encode and so new LTM wouldn ’t be formed. Similarly, LTM may experience decay if there is retrieval failure. |
Evaluate a strength of using the MSM as an explanation for developmental differences in memory. | P - MSM can be scientifically tested E - By operationalising memory in the form of 3 separate stores that can be individually tested E - Therefore reductionism is scientific as it allows for things to be measurable leading to easy replication |
Evaluate a weakness of using the MSM as an explanation for developmental differences in memory. | P - MSM is too simplistic E - It provides little detail on the complex processes of each store and doesn’t account for when rehearsal is not needed to form a new LTM E - Therefore the explanation of memory as a whole is not sufficient enough which reduces credibility |
Define a ‘dual task’. | Doing 2 tasks that take place in the same slave system. |
Give an example of a dual task. | Trying to listen to music and the TV at the same time. |
How does the development of Alzheimer’s affect memory in terms of the Working Memory Model? | Baddeley’s research suggests that… The development of Alzheimer’s impairs the central executive as when trying to perform dual tasks there was deficits compared to normal functioning when activities involved 2 separate stores. This shows developmental differences in performance of the STM. |
Evaluate a strength of using the WMM as an explanation for developmental differences in memory. | P - WMM expands on the lack of detail about the STM in the MSM E - It describes processes of the STM in detail with their separate functions and how they are coordinated E - Therefore providing a holistic explanation of developmental differences in memory for the STM |
Evaluate a weakness of using the WMM as an explanation for developmental differences in memory. | P - Low validity E - The edition of the episodic buffer in 2000 shoos that the model requires more explanation E - Therefore decreasing credibility of the model as it was insufficient as an explanation for developmental memory as a whole |
Define an ‘episodic’ memory. | A memory of a life experience/event. |
Give an example of an episodic memory. | A memory of the first day at school. |
Define a 'semantic' memory. | A memory of facts and knowledge. |
Give an example of a semantic memory. | The capital of France is Paris. |
How does the development of Alzheimer's affect memory in terms of Tulving's theory? | Development of Alzheimer's affects episodic memories more than semantic as they are more durable and so are less likely to change. More recent episodic memories are also more susceptible to cue retrieval failure than ones from years ago as they have been reinforced many more times. |
Evaluate a strength of using Tulving's theory as an explanation for developmental differences in memory. | P - Research has high reliability E - Memory is often associated with the hippocampus, a part of the brain that can cause memory impairment through damage and so is studied using brain imaging E - Therefore evidence is scientific and objective as scans can be checked by multiple researchers |
Evaluate a weakness of using Tulving's theory as an explanation for developmental differences in memory. | P - Research from HM rejects E - Suffered epileptic fits and when asked to draw a star he improved everyday but had no recall of drawing one before E - Supports the existence of a third type of memory (procedural) that involves skills you don't have to think about to carry out |
Define a 'schema'. | A framework of information compiled to form an idea of what a situation will be like based on information from past life experiences. |
Give an example of a schema. | Having an idea of restaurant etiquette based on previous experiences. |
How does the development of Alzheimer's affect memory in terms of Reconstructive Memory? | Development of Alzheimer's can affect schemas with forgetting experiences that once formed a schema and so the reconstruction of a past memory may cause inaccuracies leading to them not making sense. |
Evaluate a strength of using Reconstructive Theory as an explanation for developmental differences in memory. | P - Reconstructive memory can be scientifically tested E - Operationalising memory in the form of a story having features that can be counted each time they are recalled will measure accuracy E - Therefore reductionism of testing developmental differences in memory is scientific as it allows for things to be measurable leading to easy replication |
Evaluate a weakness of using Reconstructive Theory as an explanation for developmental differences in memory. | P - Low validity E - The theory doesn't explain how memory is reconstructive due to only describing that this occurs when we revisit a memory that becomes influenced by our schemas E - And so cannot explain how reconstruction may be affected by the development of Alzheimer's |
Evaluate a general weakness of using Alzheimer's as an explanation for developmental differences in memory. | P - We can refute the idea of Alzheimer's being cognitive defection that develops over time E - As drugs can be used to treat symptoms and slow the process E - This suggests that maybe Alzheimer's is more biological |