Baddeley (1996b) Flashcards
1
Q
Aim
A
To investigate the influence of acoustic and semantic word similarity on learning and recall in short term and long term memory
2
Q
Procedure
A
72 pp, men and women recruited from Cambridge University and were assigned to one of four list conditions as an independent groups design
- a lab experiment, designed to test sequential recall of acoustically and semantically similar word lists
3
Q
What were the four lists?
A
Four lists of 10 words were used =
- list A contained 10 acoustically similar words
- list B contained 10 acoustically dissimilar words
- list C contained 10 semantically similar words
- lists D contained 10 semantically dissimilar words
4
Q
Results
A
- recall of the acoustically similar sounding words was worse than the dissimilar sounding words during phase of learning
- However, recall of similar and dissimilar sounding words was not statistically significant
- Demonstrates that acoustic encoding was initially difficult but did not affect LTM recall
5
Q
Conclusion
A
- fact that pp found it more difficult to recall list one in the one initial phase of learning suggests that STM is largely acoustic, therefore acoustically similar sounding words are difficult to encode
- Encoding in LTM is largely semantic
6
Q
Generalisability
A
- used male and female pp
- 72 pp
- pp were recruited from the Applied United Psychology Research Unit Subject Panel at Cambridge University
7
Q
Reliability
A
- four lists of 10 words
- lists matched for frequency of everyday use
- one word every 3 seconds
- one minute to record sequence in the correct order
8
Q
Applications
A
- use within education and learning
- use for other cognitive psychologists when understanding memory
9
Q
Validity
A
- Independent groups design
- Lab experiments
- Baseline control groups
- recalling words
- lists matched for frequency of everyday use
- words presented via projector
10
Q
Ethics
A
Good ethics in general
Surprise recall task
