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Memory and Forgetting: Key Theories and Applications, Exams of Nursing

Pacific Lutheran University (PLU)Nursing

Key theories of memory and forgetting, including the multi-store model, interference theory, cue-dependent forgetting, and repression. It provides examples and evaluations of each theory, highlighting their strengths and weaknesses. The document also examines the cognitive interview and its variations, emphasizing their effectiveness in improving memory recall.

Typology: Exams

2024/2025

Available from 01/22/2025

smart-scores 🇺🇸

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|information |is |received

- |limited |capacity

|speaking |random |numbers

- |limited |research

- |divided |into:

- |divided |into:

|use |the |VSS

- |the |brain |activates |in |the |left |hemisphere |for |visual |information |and |right |information |for

- |stores |all |types |of |information

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|limited |capacity
|baddeley |found |participants |couldn't |type |letters |and |numbers |on |a |keyboard |whilst |speaking |random |numbers
|limited |research phonological |loop |- |...,. VERIFIED |ANSWER |**✔✔- |stores |verbal |information
|divided |into:
|acoustic |store: |holds |words |heard
|articulatory |process: |holds |words |heard |and |repeats |them visuo-spatial |sketchpad |- |...,. VERIFIED |ANSWER |**✔✔- |stores |visual |and |spatial |information
|divided |into:
|visual |cache: |stores |visual |material
|inner |scribe: |handles |spatial |information
|baddeley |found |participants |couldn't |trace |a |capital |F |whilst |explaining |each |angle |as |both |use |the |VSS
|the |brain |activates |in |the |left |hemisphere |for |visual |information |and |right |information |for |spatial |information |supporting |the |divided |store episodic |buffer |- |...,. VERIFIED |ANSWER |**✔✔- |created |by |baddeley |as |a |general |store
|stores |all |types |of |information

|limited |capacity
|a |case |study |shows |a |person |held | 25 |items |in |their |STM |which |is |more |than |the |capacity |of |the |VSS |and |PL |suggesting |a |third |store
|very |limited |research |to |support |this |being |here interference |theory |example |and |evaluation |- |...,. VERIFIED |ANSWER |**✔✔information |in |the |LTM |gets |disrupted |with |other |information |during |coding |which |leads |to |inaccurate |recall.

|proactive |interference: occurs |when |something |previously-stored |interferes |an |attempt |to |recall |something |new |e.g. |trying |to |recall |a |new |phone |number |but |getting |confused |with |the |old |one
|retroactive |interference: occurs |when |newly |stored |information |interferes |with |the |recall |of |previously |stored |information |e.g. |trying |to |recall |your |new |number |plate |but |getting |confused |with |the |old |one baddeley |and |hitch |got |rugby |players |to |recall |all |the |teams |they |have |played |against |to |test |interference |theory |and |trace |decay. |they |found |forgetting |was |more |due |to |the |number |of |games |played |rather |than |the |time |between |each |game |supporting |interference |theory |rather |than |decay |theory only |explains |forgetting |when |two |sets |of |information |are |similar |-> |lacks |mundane |realism cue |dependent |forgetting |example |and |evaluation |- |...,. VERIFIED |ANSWER |**✔✔- |information |is |in |the |LTM |but |cannot |be |accessed

|see's |recall |as |dependent |on |retrieval |cues
|the |effectiveness |depends |on |how |overloaded |the |cue |is, |if |there |isn't |much |information, |recall |will |be |easier
|the |effectiveness |also |depends |on |how |deep |the |processing |is, |the |more |meaningful |it |is, |the |easier |recall

|context |dependent |forgetting

|change |of |narrative |order | recall |the |event |in |a |different |chronological |order
|change |of |perspective recall |the |event |from |another |persons |perspective
|mental |reinstatement |of |context recall |both |the |environmental |and |emotional |context |of |the |event
|report |everything recall |all |information |even |if |it |seems |to |have |no |evidence the |first |two |reduce |schema's |and |pre-assumed |events kohnken |did |a |meta-analysis |and |found |the |cognitive |interview |produced |more |accurate |detail |but |the |amount |of |correct |detail |declined |the |longer |the |interview |was |conducted |after |the |event |suggesting |it |needs |to |be |done |immediately. enhanced |cognitive |interview |- |...,. VERIFIED |ANSWER |**✔✔- |seeks |to |build |a |trusting |relationship |to |improve |communication

|witness |controls |flow |of |conversation
|interviewer |asks |open |questions
|the |interviewer |doesn't |distract |the |witness |with |unnecessary |distractions |or |interruptions
|stress |upon |not |guessing |if |you're |unsure modified |cognitive |interview |- |...,. VERIFIED |ANSWER |**✔✔- |created |by |Holliday |for |children |
|stresses |to |create |a |relationship |between |witness |and |interviewer
|gives |control |to |the |witness
|removes |recall |from |a |changed |perspective |as |it |is |seen |as |too |young |to |empathise |others |feelings

|often |occurs |in |unfamiliar |situations
|e.g. |identification |and |internalisation normative |social |influence |- |...,. VERIFIED |ANSWER |**✔✔- |conforming |to |fit |in |and |be |accepted
|e.g. |conformity jennes' |jelly |beans |- |...,. VERIFIED |ANSWER |**✔✔- |participants |made |a |privtae |guess |to |how |many |jelly |beans |were |in |the |jar
|they |then |discussed |with |their |group |their |answers
|they |then |made |a |group |guess
|each |individual |had |the |opportunity |to |change |their |original |guess |after |hearing |their |group |guesses
|opinion |was |generally |increased |towards |the |group |average
|women |conformed |more
|lab |based
|lacks |mundane |realism asch |lines |- |...,. VERIFIED |ANSWER |**✔✔- | 123 |male |american |volunteers |were |placed |in |a |group |of | 7 - 9 |confederates
|they |had |to |say |whihc |line |was |the |msot |simialr |to |the |first |line |they |were |shown
|of |the | 18 |trials, | 12 |of |them |were |critical |meaning |the |wrong |answer |was |given |by |the |confederates
|the |naive |participant |was |the |last |to |answer |each |time

|each |group |was |shown | 36 |blue |slides |with |varied |intensity
|in |the |consistent |condition, |the |confederates |answered |wrongly
|in |the |inconsistent |condition, |the |confederates |said | 24 |were |green |and | 12 |were |blue
|8.2% |agreement |with |minority |in |consistent
|32% |agreeing |at |least |once
|1.25% |agreement |with |minority |in |inconsistent study |for |consistency |and |commitment minority |influence |- |...,. VERIFIED |ANSWER |✔✔consistency, |commitment |and |flexibility nemeth |- |...,. VERIFIED |ANSWER |✔✔- |created |groups |of | 3 |participants |and | 1 |confederate |who |had |to |decide |how |much |compensation |a |victim |in |a |ski |lift |accident |gets
|in |the |consistent |condition, |the |confederate |argued |for |a |low |amount |and |never |changed |their |position |and |didn't |gain |any |of |the |majority

|in |the |inconsistent |condition, |the |confederate |compromised |and |argued |for |a |slightly |higher |amount |and |gained |more |of |the |majority
|research |for |flexibility learning |theory |for |attachment |- |...,. VERIFIED |ANSWER |✔✔all |behaviour |learned |is |learnt |from |association classical |conditioning |- |...,. VERIFIED |ANSWER |✔✔occurs |when |a |response |produced |naturally |becomes |associated |with |a |stimulus. |this |supports |the |cupboard |love |theory |as |it |believes. | attachments |are |learned |by |the |stimulus |of |food |(UCS), |producing |a |natural |response |of |pleasure |(UCR) |being |paired |with |the |caregiver |(CS). |over |time |the |infant |associates |the |caregiver |with |food |and |pleasure |so |creates |an |attachment operant |conditioning |- |...,. VERIFIED |ANSWER |✔✔learning |occurs |through |reinforcement |of |behaviour. | positive |reinforcement |= |receiving |something |pleasurable |for |performing |a |certain |behaviour negative |reinforcement |= |not |receiving |something |non-pleasurable |for |performing |a |certain |behaviour |e.g. |not |being |grounded |for |not |tidying |your |room attachments |occur |through |caregivers |being |associated |with |reducing |the |unpleasant |feeling |of |hunger |(negative |reinforcement) |so |the |caregiver |becomes |the |source |of |reinforcement/ |reward |themselves. insecure |avoidant |- |...,. VERIFIED |ANSWER |✔✔infants |are |willing |to |explore, |have |lower |stranger |anxiety |and |are |unconcerned |by |seperation. |they |avoid |contact |when |returning |back |to |their |caregiver.

second |reunion |period

|15% |were |insecure |avoidant
|70% |were |securely |attached
|15% |were |insecure |resistant
|the |SS |became |a |paradigm
|assumes |attachment |type |is |fixed
|doesn't |focus |on |the |behaviour |of |the |mother
|lab |based
|only |tested |western |children the |Dogan |people |of |Mali |- |...,. VERIFIED |ANSWER |✔✔children |aged | 10 - 12.5 |months |were |assessed |using |the |strange |situation. |results |were |compared |to | 4 |north |american |samples dogan: |0% |IA, |67% |S, |8% |IR NA: |23% |IA, |55% |S, |8% |IR many |dogan |children |were |looked |after |by |their |grandmother |but |the |primary |caregiver |was |still |their |mother. |the |0% |insecure |avoidant |was |shocking |as |it |was |expected |that |due |to |the |high |mortality |rates, |the |highest |percentage |of |attachments |wouldn't |be |secure. | the |strange |situation |has |elements |the |dogan |children |have |never |seen |before |which |could |lead |to |the |wrong |result Australian |aboriginal |children |- |...,. VERIFIED |ANSWER |✔✔- |believes |they |are |wrongly |being |put |into |care |because |of |the |SS
|they |are |brought |up |differently |to |western |cultures, |with |multiple |women |breast |feeding |them |and |taking |care |of |them

|they |make |up |25% |of |all |australian |children |in |care
|Yeo |believes |they |are |being |wrongly |put |into |care |because |of |the |judgement |of |the |dominant |australian |culture |seeing |it |as |bad |parenting
|imposed |etic van |ijzendoorn |and |kroonenberg |- |...,. VERIFIED |ANSWER |**✔✔- |meta |analysis |on | 32 |studies |in | 8 |countries |to |test |the |reliability |of |the |SS |across |the |world
|findings |found:
|insecure |avoidant |was |found |more |in |western |cultures |whilst |insecure |resistant |was |found |more |in |Israel, |China |and |Japan
|suggests |there |is |cross |cultural |differences
|predominance |of |secure |attachment |worldwide
|not |all |countries |are |considered |so |cannot |make |universal |assumptions
|imposed |etic deviation |from |social |norm |- |...,. VERIFIED |ANSWER |**✔✔- |behaviour |that |varies |from |a |social |norm |
|undesirable |behaviour |is |seen |as |socially |deviant
|helps |people |understand |desirable |behaviour
|protects |society
|social |norms |are |subjective
|cultural |differences
|social |norms |change |over |time Failure |to |function |adequately |- |...,. VERIFIED |ANSWER |**✔✔- |someone |cannot |cope |with |everyday |life
|behaviour |is |abnormal |when |it |causes |distress

|subjective |criteria statistical |infrequency |- |...,. VERIFIED |ANSWER |**✔✔- |abnormal |behaviour |is |statistically |infrequent
|depends |on |a |normal |distribution |chart
|objective
|no |judgement
|based |on |real |data
|some |abnormal |behaviour |isn't |bad
|cultural |norms
|what |line |is |normal/ |abnormal characteristics |of |depression |- |unipolar |- |...,. VERIFIED |ANSWER |**✔✔- |occurs |without |mania behavioural
|loss |of |energy
|social |impairment
|poor |hygiene emotional
|worthlessness
|constant |depressed |mood cognitive
|poor |memory
|thoughts |of |death

|talkative
|high |energy emotional
|lack |of |guilt
|irritability cognitive
|irrational |thought |processes
|delusions characteristics |of |ocd |- |obsessions |- |...,. VERIFIED |ANSWER |**✔✔- |unwanted, |intrusive |thoughts behavioural
|social |impairment
|hinder |everyday |function emotional
|extreme |anxiety cognitive
|realisation |of |inappropriateness

|persistent |fear
|fear |from |exposure |to |stimulus cognitive
|recognition |of |anxiety types |of |phobias |- |...,. VERIFIED |ANSWER |**✔✔simple |phobias |= |fear |specific |things |e.g. |
|animal |phobias
|injury |phobias
|situational |phobias
|natural |environment |phobias social |phobias |= |being |overly |anxious |in |social |situations |e.g.
|performance |phobias
|generalised |phobias
|interaction |phobias agoraphobia |= |fear |of |leaving |your |safe |space the |two |process |model |- |...,. VERIFIED |ANSWER |**✔✔1. |the |onset |of |phobias
|occurs |through |classical |conditioning |e.g. |little |albert |and |rats

|the |maintenance |of |phobias

|occurs |through |operant |conditioning |as |avoiding |the |stimulus |acts |as |the |negative |reinforcement systematic |desensitisation |- |...,. VERIFIED |ANSWER |**✔✔

Memory and Forgetting: Key Theories and Applications, Exams of Nursing

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