craik and tulving information Flashcards
Aim
to investigate how deep and shallow processing affects memory recall
method
participants were randomly allocated into one of the three conditions: structural encoding, phonemic encoding or semantic encoding.
they were provided with a list of 60 words and required to answer one out of three questions before they saw the word in a tachyscope.
they were asked one out of three questions based on what groups they were allocated.
after the 60 words, they were provided with a list of 180 that included the original 60 and were told to recall the og words.
participants and sampling
60 male and female students from university of toronto via convenience sampling
key findings
those in deep processing conditions recalled more words than those in shallow processing conditions (semantic conditions recalled more words than phonemic and structural conditions)
deeper level of processing required longer encoding time
contributions
enabled other researchers to run similar experiments and not only allowed reliability to be assessed but also demonstrate high reliability.
helped schools focus on meaningful learning.
limitations
doesnt account for individual differences in memory retention. varitations in prior knowledge and learning styles can effect processing and remembering.
participants were deceived as they were told the experiment was investigating perception and speed of reaction. they werent explained true purpose of study
levels and forms of processing
deep processing (semantic) and shallow processing (structural and phonelogical)
structural processing (shallow)
focusing on the physical appearance of the stimulis. visual characteristics. e.g. is the word in capital letters
phonemic processing (shallow)
encoding info based on what it sounds like. e.g. does the word rhyme with another.
semantic processing (deep)
focusing on the meaning of the stimulis and relating it to prior knowledge e.g. fitting the word in a sentence.
aim of the ADHD article
to investigate the effect of attention and working memory improvement training on executive function of children with ADHD.
participants in ADHD article
44 children aged 7-12 with ADHD via convenience sampling
strength of experimental design
allows for cause and effect
study can be replicated as researchers can manipulate variables
IV ADHD
executive function of children with ADHD
DV ADHD
effect of attention and working memory improvement training
CV ADHD
same test used before and after training (TOL)
all participants had an average IQ measured by wechslers scale
all participants went through medical therapy
IV C&T
type of processing used to memorise a list of words (structural, phonemic and semantic)
DV C&T
number of words recalled
CV C&T
environmental conditions during the test
presentation / format of the words
instructions to participants
procedure of ADHD
participants (19 male and 3 female) were split into experimental and control groups (22 in each). experimental group received working memory training and the control group didnt.
before the training, all participants took the tower of london test to measure their baseline executive function
experimetnal group received training for 20 sessions using a computer program (7 weeks 30 mins per week). training consisted of auditory memory visual and response control to different difficulty levels.
after training, participants retook TOL test and compared any improvements in executive function
key findings ADHD article
The experimental group that undertook the training showed greater improvement in executive function compared to the control group that did not receive the training. The study concluded that working memory training can be a useful method to improve executive function in children with ADHD.
limitations of ADHD
- small sample size (44 participants, 19 males and 3 females in each)
- ungeneralisable
