Cognitive Psychology Flashcards
What was the aim of Sebastian and hernandez-gil
To investigate the development of the phonological loop as a component of the working memory model
What was the procedure of the hernandez and gil
570 volunteers
Schoolchildren from private and public schools 5-17
The dependent variables was the mean digit span
They were given a sequence of random digits and gradually increased by one in length each time
Participants listened to each sequence and then were asked to repeat them in order
How the sequence increase
The task began with three sequences of 3 digits and then three sequences of four digits and so on
What were the findings Sebastian and hernandez
The older you are the higher your digit span would be as the 5year old had a mean digit span of 3.76 and 17 year old had a digit span of 5.91
What was the mean digit 5 Yr old
3.76
What was the mean digit 7 Yr old
5.91
What was the results for the different language speakers Sebastian
The average digit span was lower foe Spanish children compared to English children
What was the conclusion S/H
Digit span increase as age goes up
English has fewer syllables in than Spanish speakers therefore it would be harder to remember
What is a weakness of Sebastian
Low mundane realism
Recalling random numbers is not a task we do in every day life
As remember a phone number is not a random number
Therefore the findings digit span task do not apply to real life scenarios
What is the strength of Sebastian
High internal validity
High level of control
Participants given the exact same random numbers
Standardised procedures
Experiment can be replicable as they were able to carry out the same procedure as the Anglo saxons
What is the semantic nature
Based on facts
What is the episodic nature
Based on feeling
What is the time referencing of semantic
Things can be recalled without time cues order doesn’t matter
What is the time referencing of episodic
Memories are recalled in chronological order
What is the spatial referencing for semantic
Fragmented - information learnt different times and all put together
What is the spatial referencing for episodic
Continuous over a time frame
What is the retrieval and forgetting of semantic
Retrieval is doesnt require context of learning context and semantic memory is less likely to be changed as its a fact
What is the forgetting and retrieval for episodic memory
Recall is dependant on context in which the even was learned
For a example going back to your old school and getting old memories back
Memories are easily changed
Babbeley aim
To investigate if the ltm encodes semantically or acoustically
How many ppl were in the baddeley study
72 Cambridge volunteer men and women
What was the independent variable of baddeley
Acoustically similar or acoustically dissimilar
Semantically similar or Semantically dissimilar
Dependent variable of baddeley
How many words you can recall in the correct order
Acoustically similar:
Acoustically dissimilar:
Man can
Pit few
Semantically similar
Semantically dissimilar
Great large
Good huge
Procedure baddeley
Ppts shown 10 words for 3 seconds
Given 8 random numbers and made to write it down 3x
Repeated steps then give a 15-20 min break and then we’re asked to recall the words in the correct order unexpectedly
Results of baddeley
Semantically similar has the worst initial learning and greater performance difference
So therefore ltm is encoded Semantically
strength of baddeley
High internal validity
Everyone was given the same common English words such as man can and not complex words so the dependent variable accurately measures recall of words and not how hard it is to remember complex words
Weakness of baddeley
Mundane realism
No one remembers in real life scenarios remember the sequence of word based on sound or meaning similar things in order but is based on contextual cues which suggest that the result of ltm memory being encoded semantically may be exaggerated
Ideographic approach
Focuses in detail about specific topics and specific individuals
HM quantitative dats
Stores from star test
Weight difference
Brain scan (mri
Qualitative data hm
He knows what a dog is but can’t remember petting the dog
Primary data
Direct observations
Remembered food but can’t remember eating
Star test
Dogs
Secondary data
Notes from surgeons
Observation from parents helped us to know that his personality is the same
What must we say for hm
Case studies change also utilise
Strength of HM
HM is used to study rare behaviour
For example some types of brain damage are specific to a particular individual and therefore there memory experience will be unique and impossible to recreate in lab controlled.
Due to practical limitations or ethical concerns
Making case studies useful as it gives rich insight into factors that affect human behaviour
