Baddeley (1966)

Question 1

Aim

Answer 1

To investigate the influence of acoustic and semantic word similarity on learning and recall in STM and LTM

Question 2

Sample

Answer 2

75 young service given hearing test before procedureindependent groups design

Question 3

Procedure

Answer 3

4 lists of 10 wordsPlayed out loud on tapeOne word every 3 secsList A = acoustically similarList B = acoustically dissimilarList C = semantically similarList D = semantically dissimilarGave them 40 secs to write down words in orderSpent 20 mins doing unrelated task, and recall again

Question 4

Dependent variable

Answer 4

Number of words recalled in correct order

Question 5

Findings

Answer 5

STM -> encoded acousticallyAcoustically similar worse than acoustically dissimilarLTM -> encoded semanticallyNo significant differenceLess recalled overall

Question 6

Conclusion

Answer 6

Acoustically similar list showed no forgetting in LTMEncoding in LTM is acousticProcedure used in experiment not true test of LTM so carried out two experiments later on to clarify encoding of LTM is semantic

Question 7

Strength

Answer 7

Acoustically similar and semantically similar lists were matched in how common they areResults not due to being unfamiliarAvoids confounding variables that could lower internal validity so relationship between cause and effect between IV and DV is much clearer

Question 8

CA

Answer 8

Procedure did not rule out STM as an influence of recall on LTMParticipants could still rehearse between learning trials

Question 9

Weakness

Answer 9

ArtificialIn his repeated experiments, made them more realistic and semantic coding of LTM was obviousStudy exaggerated role of semantic encoding in LTM

Question 10

Application

Answer 10

Students revising for exams should use strategies to allow them to process meaning of materialShould not repeat materialBetter to think about information and reorganise itTry to relate it to things they already know