Memory: Key Studies
- Created by: olimpia.klima
- Created on: 29-05-18 12:16
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- Memory: Key Studies
- Coding, capacity and duration
- Baddeley (1966) - research on coding
- gave different lists of words to four groups of people to remember.
- acoustically (sound) similar, acoustically dissimilar, semantically (meanings) similar and semantically dissimilar.
- when asked to recall immediately (STM) they did worse with acoustically similar words
- when asked to recall after 20min (LTM) they did worse with semantically similar words
- this suggests that information is coded semantically is LTM
- artificial stimuli was used - cautious about generalising
- this suggests that information is coded semantically is LTM
- gave different lists of words to four groups of people to remember.
- Jacobs (1887) - research on capacity
- developed a technique to measure digit span
- 4 digits then pps. had to recall these in correct order and he would increase no.
- digits = 9.3 items. letters = 7.3 items.
- lacked validity - conducted a long time ago
- digits = 9.3 items. letters = 7.3 items.
- 4 digits then pps. had to recall these in correct order and he would increase no.
- Miller (1956) made an observation that things come in 7, Span or capacity of STM is 7. Created chunking.
- may have over-estimated capacity of STM
- developed a technique to measure digit span
- Peterson and Peterson (1959) - research on duration (STM)
- tested 24 un-dergraduate students. Each student took part in 8 trials.
- on each trial, a student was given a consonant syllable (trigram, such as YCG)
- also given a 3-digit number to remember and count back from (to prevent mental rehearsal)
- retention interval from 3 seconds to 18. = STM has short duration unless was repeated.
- also given a 3-digit number to remember and count back from (to prevent mental rehearsal)
- on each trial, a student was given a consonant syllable (trigram, such as YCG)
- Bahrick et al (1975) - research on duration (LTM)
- Studied 392 pps aged 17 and 74.
- school year books were obtained and recall was tested in various ways
- 1) photo-regcognition (pr) consisting of 50 photos. 2) free recall (fr), pps. had to recall names
- Pps within 15 years of graduating were 90% accurate (pr). after 48 years, accuracy dropped to 70% (pr).
- after 15 years 60% (fr) and after 48 years 30% (fr) = LTM duration can last a long time.
- high external validity - real time meaningful memories were studied.
- confounding variables are not controlled - his pps may have looked over photos since graduation.
- high external validity - real time meaningful memories were studied.
- after 15 years 60% (fr) and after 48 years 30% (fr) = LTM duration can last a long time.
- Pps within 15 years of graduating were 90% accurate (pr). after 48 years, accuracy dropped to 70% (pr).
- 1) photo-regcognition (pr) consisting of 50 photos. 2) free recall (fr), pps. had to recall names
- school year books were obtained and recall was tested in various ways
- Studied 392 pps aged 17 and 74.
- meaningless stimuli - lacked external validity
- tested 24 un-dergraduate students. Each student took part in 8 trials.
- Baddeley (1966) - research on coding
- Forgetting
- Interference - effects of similarity - McGeoch and McDonald (1931)
- studied retroactive interference by changing the amount of similarity between two sets of materials.
- pps. had to learn a list of words 100% accurately and then were given a new list to learn, 6 groups:
- Group 1: Synonyms Group 2: Antonyms Group 3: word unrelated to original ones Group 4: nonsense syllables Group 5: 3-digit numbers Group 6:no new list.
- most similar material (synonyms) = worse recall. This shows that interference is strongest when memories are similar.
- lab study = increases validity
- artificial materials
- lab study = increases validity
- most similar material (synonyms) = worse recall. This shows that interference is strongest when memories are similar.
- Group 1: Synonyms Group 2: Antonyms Group 3: word unrelated to original ones Group 4: nonsense syllables Group 5: 3-digit numbers Group 6:no new list.
- Retrieval Failure - Context-dependant forgetting - Godden and Baddeley (1975)
- interesting study of sea divers working uderwater.
- 4 conditions to learning a list of words
- learn on land - recall on land
- learn on land - recall in water
- learn underwater - recall underwater
- learn underwater - recall on land
- when cues are absent hen there is more forgettng. recall was worse in mismatched conditions.
- real life applications
- 4 conditions to learning a list of words
- interesting study of sea divers working uderwater.
- Interference - effects of similarity - McGeoch and McDonald (1931)
- Factors affecting eyewitness testimony
- Post-event discussion - Gabbert (2003)
- studied pps. in pairs, each pps. watched a video of the same crime scene filmed from different angles. both pps. then discussed what they saw.
- 71% of pps. mistakenly recalled aspects of the event that they did not see in the video not picked up in the dicussion.
- Gabbert concluded that witnesses might often go along with others to win social support or bc they believe that the other person is right = memory conformity
- 71% of pps. mistakenly recalled aspects of the event that they did not see in the video not picked up in the dicussion.
- studied pps. in pairs, each pps. watched a video of the same crime scene filmed from different angles. both pps. then discussed what they saw.
- Leading Questions - Loftus and Palmer (1974)
- arranged pps. to watch clips of car accidents and then asked questons.
- critical (leading) question 'about how fast were the cars travelling when they hit each other' - hit was the leading verb
- 5 different conditions: hit, contacted, bumped, collided, smashed
- mean estimated seed was calculated for each condition: contacted = 31.8mph, smashed = 40.5mph.
- real-life applications, changed legal system
- pps. watched clips, they didn't experience the crashes - artifical task
- real-life applications, changed legal system
- mean estimated seed was calculated for each condition: contacted = 31.8mph, smashed = 40.5mph.
- critical verb altered memory of accident
- mean estimated seed was calculated for each condition: contacted = 31.8mph, smashed = 40.5mph.
- real-life applications, changed legal system
- pps. watched clips, they didn't experience the crashes - artifical task
- real-life applications, changed legal system
- mean estimated seed was calculated for each condition: contacted = 31.8mph, smashed = 40.5mph.
- 5 different conditions: hit, contacted, bumped, collided, smashed
- critical (leading) question 'about how fast were the cars travelling when they hit each other' - hit was the leading verb
- arranged pps. to watch clips of car accidents and then asked questons.
- Anxiety - Johnson and Scott (1976)
- led pps. to believe they were in a lab study, in waiting room pps. 'over heard' an argument and were exposed to either of two conditions
- A. 'low-anxiey' - pps. over heard argument and a man walked out with a pen and grease on his hands
- B. 'high-anxiety' pps. overheard same argument + broken glass sounds and then a man walked out with a bloody paper knife
- the pps. had to pick out the mans face out of 50 photos. A = 49% B = 33% - tunnel theory, witness attention narrows to focus on weapon (source of anxiety)
- B. 'high-anxiety' pps. overheard same argument + broken glass sounds and then a man walked out with a bloody paper knife
- B. 'high-anxiety' pps. overheard same argument + broken glass sounds and then a man walked out with a bloody paper knife
- the pps. had to pick out the mans face out of 50 photos. A = 49% B = 33% - tunnel theory, witness attention narrows to focus on weapon (source of anxiety)
- A. 'low-anxiey' - pps. over heard argument and a man walked out with a pen and grease on his hands
- Positive effect on recall - Yuille and Cutshall (1986)
- interviews of real life victims of a shop shooting, 13/21 agreed to study. 4-5 months after the shooting happened.
- accuracy w determined by no. of details once repots. witnesses also asked to rate stress level at the time using a 7-point scale.
- those that experienced higher levels of stress were more accurate (88% compared with 75% of less stressed group)
- accuracy w determined by no. of details once repots. witnesses also asked to rate stress level at the time using a 7-point scale.
- interviews of real life victims of a shop shooting, 13/21 agreed to study. 4-5 months after the shooting happened.
- led pps. to believe they were in a lab study, in waiting room pps. 'over heard' an argument and were exposed to either of two conditions
- Post-event discussion - Gabbert (2003)
- Coding, capacity and duration
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