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Psychology: Cognitive approach > Classic study: Baddeley (1996b) > Flashcards

Classic study: Baddeley (1996b) Flashcards

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1
Q

Aim

A

To explore effects of acoustic and semantic coding in STM and LTM to see if they are separate stores

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2
Q

The type of experiment

A

lab

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3
Q

what were the 3 IV’s

A
  1. Acoustically similar and dissimilar word list
  2. Semantically similar and dissimilar word list
  3. Performance before and after 15 minute delay
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4
Q

DV

A

Total words recalled in the right order

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5
Q

sample size

A

72 university students

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6
Q

Example of acoustically similar and dissimilar words

A

Similar - mad, map, man

dissmilar - pit, few, cow

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7
Q

Example of semantically similar and dissimilar words

A

Similar - great, large, big

Dissimilar - Good, huge, safe

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8
Q

Procedure

A

Participants split into 4 groups, each group views a slideshow of 10 words that appear for 3 seconds.

After they carry out an interference task before recalling the words on the slide show.

This happens 4 different times

After the 4 times theres a 15 minute break and a 5th round happens that’s unexpected to the participants

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9
Q

Procedure: What 4 groups are the participants split to?

A
  1. Acoustically similar group
  2. Acoustically dissimilar group (control group)
  3. Semantically similar group
  4. Semantically dissimilar group (control group)
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10
Q

Procedure: what was the interference task participants had to do before recalling the slideshow words

A

Hearing and writting down in order 8 numbers that come up 3 times

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11
Q

Results for acoustic words

A

Acoustically similar words seem to be confusing at first, but participants soon “catch up” with the Control group and even overtake them

  • LTM is not confused by acoustic similarities
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12
Q

Results for semantic words

A

Semantically similar words do seem to be confusing and the experimental group lags behind the Control group.

  • Control group performs better than experimental group
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13
Q

Conclusion

A

Performance on acoustically similar group was the only group that showed no forgetting, suggesting LTM is encoded acoustically.

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14
Q

What is a strength of the Validity of the experiment

A

it has high internal validity due to the well controlled procedures.

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15
Q

Strength of the Validity: Evidence of the well controlled procedures

A

Groups A, B, C, and D were matched in terms of how frequently the words appeared.

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16
Q

strength of the Validity: What did the controlled procedures mean for the results

A

Means results could not be explained by the participants being able to remember the frequency of the words

17
Q

strength of the Validity: why is this a strength of the study

A

It avoids comfounding variables and creates a cause-and-affect relationship between the IV and DV.

18
Q

What is a weakness of the external validity

A

The experiment was so tightly controlled that it was nothing like real life

19
Q

Weakness of the external validity: example of the tight controlles

A

The STM and LTM do not interact the same in real life as they did in experiment 1. BAddeley saw this confounding variable and changed the controls of the procedure

20
Q

weakness of the external validity: What do these results suggest

A

Encoding in the study doesn’t represent encding of semantic memory in real life. Study may exaggerate the role of semantic encoding in LTM

21
Q

Weakness of the generalisability

A

The study consisted of 72 participants that devided into 4 groups. (about 15 people per group)

  • Also it was a volunteer sample
22
Q

Weakness of generalisability: Why is the small group size and the fact it’s a volunteer sample a weakness.

A

Group size: as the groups were small, the results from eahc group can’t be generalised into the wider population.

Volunteer sample: As the participants volunteered, they might enjoy memory tests and perform better on them than an avarage person.

23
Q

Weakness of generalisability: What does this mean for the results

A

reduces generalisability of the results due to these variables

24
Q

Strength of the application:

A

Understanding the way LTM works can help improve lont-term recall of imformation

25
Q

Strength of the application: How can this information be applicable

A

Helpful for students revising for exams. Rather than repeating information they can think about the information and reorganise it and try to relate to things.

26
Q

Strength of the application: why is this a strength

A

shows the results from the study has good applicability to real life scenarios

Psychology: Cognitive approach (9 decks)

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