cognitive approach
- Created by: celine dowd
- Created on: 04-04-13 19:09
cognitive approach
2 key assumptions: 1. infomation processing model: how we recieve, process and respond to infomation. input --> process --> output 2. computer analogy- human mind is compared to a computer. input (keyboard)--> process (hard drive) --> output (email).
participant designs: * independant measure- when only one experimental condition is tested on a group of ppts. * repeated measure- same ppts are used in all experimental conditions * matched pairs- ppts are matched on a quality or characteristic e.g gender/age
Experiment methods: * lab experiment- conducted in a tightly controlled environment; IV is directly manupilated and effect of the change is measured by the DV. + extraneous variable can be controlled - highly artifical- lacks ecological validity -demand characterisitics
* field experiment carried out in a natural environment + behaviour is realistic- no demand characterisitics so can be generalised to real life situations - little control- extraneous variables - ethical problems- ppts are unaware of experiment- no consent given, no right to withdraw * natural experiment- conducted in a natural environment
theories of memory
Theories of Memory 1. MULTI STORE MODEL- Atkkinson and Shiffrin (1968)
sensory memory infomation enters via the sensese if infomation is paid attention to it enters the short term memory short term memory capacity- 5-9 items, duration- 20-30 seconds rehersal loop- if info is rehersed it enters the long term memory, if not it is forgotten long term memory capacity- unlimited, duration- lifetime
+ brown (1958) & peterson and peterson (1959) found that blocking rehersal resulted in poorer recall (evidence to support)
+ study of amnesiacs and korsakoff patients- prove some memories stores can remain intact while others can be damaged
- too rigid and simplistic- overly simplistic view on something very comples
- other theories of memory- level of processing: states that we recall infomation depending on what level we have processed the infomation
theories of memory 2
Theory of Memory theory of memory= levels of processing: Craik and Lockhart LOP model distinguishes betweern maintenance rehersal- retains items for the time being; and elaborative rehersal- which expands upon material and creates more lasting memories.
3 levels of processing: 1. structural- based on appenrance; weak memory trace; shallowest LOP 2. phonetic- based on sound; moderate memory trace 3. semantic- based on meaning; deapest LOP; strong memory trace
+ has practical application- e.g for students revising for an exam- if using semantic learning, there will be better recall
+ evidance to support: craik and tulving found that ppts who processed words semantically - recalled more words than structural/phonetic processing. - ^ was a lab experiment, so lacks eco validity - lacks experimental validity- learning a list of words is not - other theories- MSM- focuses on rehersal rather than how info is processed.
theories of forgetting
Cue Dependant forgetting TULVING-1974 * explains failure to remember * memory cannot be accessed until a cue is used
Two types of cues: 1. context dependant 2. state dependant * place/situation * state/condition/emotion of person e.g trying to remeber a crime e.g. learning and recalling in the same mood. when not at the scene
+ application to real life- e.g witnessing and remember details of a crime
+ support from studies- Godden and Baddley (1975) diving experiment- found ppts recalled more word when in the same environment as they where when the words were learnt
- other theories- e.g interferance
- lacks eco and exp validity- research was in labs
theories of forgetting 2
2nd theory of forgetting: Interferance Theory
* can explain forgetting in bothe STM And LTM STM= interferance in STM prevents memories being laid down in LTM so will be forgotten LTM= 2 types: proactive + retroactive PROACTIVE= old info interfering with new (e.g cant learn new phone number) RETROACTIVE= new info interfering with old (e.g can learn new number and completely forget old)
+ evidance to support- counting backwards resulted in poorer recall (peterson and peterson- 1959)
+ application to real life- can explain why we forget infomation
- research was experimental- lacks eco validity and exp validity- tasks where unrealistic
- other theories explain forgetting- cue dependant forgetting: states we forget info becuase cues are not present
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