Classic: Baddeley 1966 Flashcards
Baddeley 1966
Background
Previously there were two experiments before his main one
the first was created so badly could create a procedure on how to determine how a type of memory and encodes
The second experiment added task y which was used as a controlled task to minimize the short-term memory and for the results to only be focused on long-term memory
Combining both of these experiments he was able to create his third experiment in which people decide how long-term memory encodes
Baddeley 1966
Aims
To see If LTM encoded the same as STM (acoustic)
in paticular to see if LTM encoded semantically or acoustically
BADDELEY 1966
Standardised Procedure
4 groups M+F selected from A.P.R.U (volenteer sample):
semanticaly simular (SS) 16 ppts
Semanticaly Disimular (SD) 21 ppts
Acousticaly Simular (AS) 15 ppts
Acousticaly disimular (AD) 20 ppts
Cambridge Uni Research pannel
1 word list (of 10 words) for each group to learn (W)
STM interference task 6 sequences of 8 digits (I)
words presented by a projector in 3 sec slides
slide change over in 2 sec
digits read at 1 sec rate
8 sec to write down down the (I) in order
then 1 min to write (w) in order
X4
then 15 min digit coppying task
then suprise final retest of word sequence
word sequence was visible in the room the whole time but in the wrong order
hence high reliability
Badeley 1966
conclusion
it was found that LTM encodes Semanticaly as this is the condition the LTM continuously got confused with the simular sounding meanings
and was the lowest overal mean % of words recalled correctly from trial 1 (28%) and the final retest (57%)
and therefore LTM encodes Semanticaly
Baddeley 1966
validity low (Bad interference task)
The acoustically similar condition had a slow start to the mean percentage of words recalled correctly /10
this is due to the interference task not 100% eliminating STM, and as STM encodes acousticaly it got confused when it had to remember acousticaly simualr words as it messes up the simular sounds,
this is why acousticaly simular eventualy reached 78% mean % words correct in the final retest (30% in 1st trial), as the words had by that time entered the LTM,
however this result questions the rest of the findings of the study as the STM extraneous variable may have ment the other conditions also wasn’t fully measuring only the LTM,
and therefore the data and conclusion was invalid resulting in low internal validity
Baddeley 1966
Results
mean % of words recalled correctly in order /10
Trial 1 retest
SS 28% 57%
SD 32% 85%
AS 30% 78% (slow start)
AD 41% 67%
Baddeley 1966
Ethics high (No breach at all)
This study was highly ethical due to the participants from the applied psychology research unit were all volunteers therefore they all consented and had a debrief before the study
this is in line with BPS ethical guidelines on debriefs and consent and therefore the study was highly ethical
Baddeley 1966
Generalisability low and high (Students)
This study had low generalisability this is due to sample overall being 72 participants all volenteers from Cambridge Uni research pannel, so students with likley good memorys
and therefore the results of that particular condition wouldn’t be generalisable to the whole population of other age groups and people with poorer memorys than students and the conclusion would not be applicable to the whole population therefore giving it low generalisability
High cuz gen to students with sim mem practice for exams
Baddeley 1966
Aplication to IRL
The studies application to real life shows us how long-term memory encode and records memories which we can use to memorize things more effectively this especially helpful in studying as you can study different areas that have different meanings and it will be more effective than studying different areas that have similar meanings as long-term memory in codes semantically and therefore the study areas with semantically dissimilar areas will be remembered greater than areas with semantically similar areas therefore aiding studying that is how this study can be applied to real life
Baddeley 1966
Evaluation order
aim +ppts in groups + volenteer sample > generalisability v + ethics ^
Standardised procedure > test retest reliability ^
Results - slow start > internal validity v
conclusion semanticaly > application (study order)
Baddley 1966b
validity high reduce variables
• Interference task ▼ Con variable that measure STM encode not LTM
(But not work 100%)
• Same word list + present in room at all times so reduces con variable that poor performence is the inablility to recall the words in the list or if it was on another list
because same list and words in room
so sure that measuring Order
= ▼ con variables so est Cause and effects = + Int val
