duration Flashcards
1
Q
STM test
A
Peterson and Peterson 1956
2
Q
Peterson and Peterson 1956
sample
A
24 psychology students
3
Q
Peterson and Peterson 1956
method
A
- given 3 syllables (EJC) + 3 digit number (728)
- asked to count backwards from that number, to avoid mental rehearsal of syllables
- told to stop after 3 second increments (6,9,12,15) and recall syllables
4
Q
Peterson and Peterson 1956
results
A
3 secs = average recall 80%
18 secs = average recall 3%
5
Q
how long is STM
A
18 seconds without recall (Peterson and Peterson 1956)
6
Q
LTM test
A
Banrick 1975
7
Q
Banrick 1975
sample
A
392 participants between age of 17 - 74
8
Q
Banrick 1975
procedure
A
- used a high school year book
- tested photo recognition of 50 people in their year
- tested free recall of names of their year group
9
Q
Banrick 1975
results
A
within 15 years of graduation = 90% photo recognition, 60% free recall
within 48 years of graduation = 70% photo recognition, 30% free recall
10
Q
how long is LTM
A
at least 48 years (Banrick 1975)
11
Q
AO3 strength
A
- high external validity
- Banrick used real life example of yearbook
- findings reflective of real life recall
- CA: extraneous variables, don’t know if some students have looked at yearbook since graduation
12
Q
AO3 weakness (justification)
A
- justification may be incorrect
- Peterson and Peterson concluded the duration findings were due to decay of syllables overtime but counting down in retention interval could have displaced the syllables as STM has limited capacity
- can’t be sure that decay was the cause of recall levels
- CA: good intent, without intervals pp’s would have rehearsed syllables making recall seem stronger
13
Q
AO3 weakness (sample)
A
- the use of psychology students could have impacted study results
- students likely to have memory knowledge so might have demand characteristics to aid the study results
- very small sample and all students so results can only be applied to young psychology students
- lacks population validity and reliability
