coding, capacity, duration

Question 1

define coding

Answer 1

format which information is stored into memory

Question 2

outline Baddely’s study into coding

Answer 2

M: acoustically similar/ dissimilar and semantically similar/ dissimilar lists of words- participants asked to recall words immediately after or after 20 min task
R: immediately after (STM): struggled with acoustically similar words; after 20 min task (LTM): struggled with semantically similar words
C: LTM is semantically coded and STM is acoustically coded

Question 3

M: acoustically similar/ dissimilar and semantically similar/ dissimilar lists of words- participants asked to recall words immediately after or after 20 min task
R: immediately after (STM): struggled with acoustically similar words; after 20 min task (LTM): struggled with semantically similar words
C: LTM is semantically coded and STM is acoustically coded

Answer 3

helps identify different memory stores

Question 4

outline a disadvantage of Baddely’s study into coding

Answer 4

artificial stimuli: words had no personal meaning to participants so results could differ if meaningful- limited application

Question 5

define capacity

Answer 5

amount of info that can be held in memory

Question 6

outline Jacob’s study into capacity

Answer 6

M: participants shown string of numbers/ letters and asked to repeat them back in same order until failure
R: most participants had recalled 9.3 digits/ 7.3 letters
C: STM has limited storage but LTM has unlimited capacity

Question 7

outline an advantage of Jacob’s study into capacity with Miller’s research support

Answer 7

made observations of everyday practise and said capacity of STM is 7+/-2 chunks- suggest we use chunking to combine things into meaningful units

Question 8

outline a disadvantage of Jacob’s study of capacity through criticising research into chunking

Answer 8

reviewed other research and concluded STM is only 4+/-1 chunks

Question 9

define duration

Answer 9

length of time info can be held in memory

Question 10

outline Peterson and Peterson’s study into the duration of STM

Answer 10

M: given constant syllable to remember and asked to count back from a number then recall syllable after retention interval
R: after 3s: 80% recall; after 18s: 10% recall
C: show when recall is prevented, little is remembered

Question 11

outline a disadvantage of Peterson and Peterson’s study into the duration of STM

Answer 11

artificial stimuli- lack external validity

Question 12

outline Bahrick’s study into the duration of LTM

Answer 12

M: recall of photo and name recognition of class after 15 and 48 years
R: after 15 years: 90% photo, 60% name; after 48 years: 70% photo, 30% name
C: LTM is unlimited and can last a long time

Question 13

outline an advantage of Bahrick’s study into the duration of LTM

Answer 13

high external validity- real life meaningful stimuli

Question 14

outline a disadvantage of Bahrick’s study into the duration of LTM

Answer 14

lack of control- some may have looked/rehearsed