AOS 2 experimental q's Flashcards
how does the activity relate to memory theory?
memory activity 1 - countries
- working memory: during the two-minute memorisation task, you rely heavily on your working memory to keep the names of countries accessible
- stm: info is held for a brief periods before being either transferred to long-term memory or forgotten. repeating the countries or using mnemonic devices helps in keeping them in stm for the task duration
- maintenance rehearsal: repeating the country names over and over to keep it in STM.
- encoding: process of transforming the names of the country into a format that can be stored in memory
- mnemonics: memory aids/ techniques that facilitate recall (acronyms, raps, method of loci)
- attention: focusing your attention on the task is crucial for effective memorisation. distractions can significantly impair your ability to encode and recall info
what techniques did participants use to remember ideas?
memory activity 1 - countries
- LSIQ: acronym
- method of loci: poorly performed due to time limitation
- use of LTM to encode meaning b/w the numbers and country
- maintenence rehearsal
explain the results with reference to memory
memory activity 1 - countries
generally the results showed that there was an increase in memorisation from the countries when given two minutes to remember the countries to using method of loci to remember. average order w/o MoL: 6.39 to w/ MoL: 12.3
average result w/o MoL: 9.94 to w/ MoL: 16.56
- people were able to attach the countries to a well-known location
IV DV
memory activity 1 - countries
IV: memory methods (maintence rehearsal vs elaborative rehearsal)
DV: memory retention
what were the limitations?
memory activity 1 - countries
- sample
- time restraint
- knowledge of countries
- distraction from external environment
how does the activity relate to memory theory?
activity 2 - blink to the bell
the activity of clapping in front of a participant’s face and them blinking to the sound of a bell is a straightforward demonstration of classical conditioning, illustrating how associative learning can condition new responses to previously neutral stimuli.
NS: the bell
UCS: the noise of the clap
UCR: reflexed blink to the clap
CS: the noise of the clap
CR: blinking to the bell
explain the results with reference to memory
memory activity 2 - blink to the bell
- 1 out of 3 people had been classically conditioned to blink at the bell alone
- before conditioning: the clap (UCS) naturally causes the participant to blink (UCR). the bell (NS) does not cause the participant to blink
- during conditioning: the bell (NS) is repeatedly paired with the clap (UCS). each time the bell rings the clap follows immediately, causing the participant to blink (UCR)
- after conditioning: the bell (now CS) is presented alone w/o the clap. the participant blinks (CR) in response to the bell -> indicating that the association has been learned
- 2 out of 3 people were not classically conditioned as a result of extraneous variables
what were the limitations?
memory activity 2 - blink to the bell
- hawthorne effect: when the subjects of the experiment change/ improve their behaviour because they know they’re being evaluated/ studied
- repeated clapping in front of a participant’s face might cause discomfort or stress, potentially affecting their response and ethical acceptability of the experiment
- classical conditioning focuses on observable behavior changes and does not provide direct insights into the underlying cognitive processes involved in learning and memory.
IV DV
memory activity 2 - blink to the bell
IV: pairing of stimuli (bell sound and clapping)
DV: blinking response to the bell sound
how does the activity relate to memory theory?
memory activity 3 - math test
- antecedent: math test is presented. the incentive of limited prizes is announced
- behaviour: students work quickly and accurately to complete the math test
- consequence:
- positive reinforcement: the desireable outcomes increases the likelihood that they will engage in similar behaviours in the future
- punishment: students who do not meet the criteria for prizes experience the absence of a reward, discouraging slower or less accurate performance.
explain the results with reference to memory
memory activity 3 - math test
participants were more motivated to complete the maths test and get accurate answers to get the positive reinforcement of a prize.
what were the limitations?
memory activity 3 - math test
- limited prizes: only a few students can receive prizes, which means that even if many students perform well, most will not be reinforced, potentially demotivating them in future tasks.
- rushing leads to errors: the pressure to complete the test quickly can lead to mistakes. participants might prioritize speed over accuracy, reducing the quality of their responses.
- participants do not care about the reward so will decrease motivation to complete the math test
IV DV
memory activity 3 - math test
IV: instructions or task conditions
DV: performance on the math test
random sampling
def, example, +, -
every member of the population has an equal
chance of being selected for the sample
* e.g: a complete enrolment record of an entire student population in a school is used to randomly select using a lotter system or random number generator
* advantages:
* free from bias
* Quick and easy
* disadvantages:
* may not be representative of the population
stratified sampling
def, example, +, -
population is broken into subgroups then selects participants from each group in the same proportion they appear in the population.
* e.g: 60% boys 40% girls in a school - choosing 6 boys 4 girls for an experiment
* advantages:
* more representative of the population
* disadvantages :
* time consuming
* resource intrensive
* results in a non-representative sample
