Fiona- Cog Part 2 Flashcards
Tutorial: contiguity
when two things often occur together, this creates an associative link. Two units are unchanging and if contiguous, will become associated but there are affecting factors
Tutorial asch paper
Found that when objects belonged together there were more likely to be associated, used incidental learning so not just contiguity. Found that it was easier to associate fewer combined units. But limited EV, don’t know if longitudes , experimenter effect and no cause and effect e.g. we acclimate rain W could as comes after but shapes have to cause and effect
Bower 1970
Ps given word pairs to learn, then shown words and ps had to id which they had seen before then recall the second word. Interactive imagery where had to imagine words interaction, separation imagery where imagine words side by side and rote repetition just repeating words- should work due to law of exercise. Found recognition similar in all groups but for recall, interaction the best so no law, creates distinctive image, organise info
Mandela and pearlstone 1966- organisational factors
Two groups learnt words either free or constrained sorting, did twice for consistency. Yoked: p from constrained had to recreate catorgaries used by free in trail and error. Constrained spent longer W material so law of exercise. But found no diff between groups in a free recall test
Craik and tulving 1975- depth of processing
Q presented then word and subject makes quick yes or no response. Then given unannounced memory test where recalled as many words as possible. Surface level processing looks at structure e.g. is word made of capitals, middle is phonemic does word rhyme W x, deep is category like is the word a type of fish. Found case lowest recall, Rhys middle and category the best
War of the ghosts bartlett 1932
Ps learn text and recall to investigate reproduction of memory. Recalled passage got shorter from 15 minutes, 2 months and 2nyeafs. General form/mistakes from first reproduction were preserved through all the others, rationalised unconnected events like man slept through unexplained absence or changing supernatural elements to more normal-black to foaming at the mouth. Some details served as anchor points and became embellished, shows how schemas affects memory
Kay 1955
Repeated bartletts approach but gave them the passage to look at to see errors
But found errors still remained - FOFL failure of further learning
Critical importance of testing for learning spitzer 1939
3605 6th graders studied words from articles like ones in school, given mcqs. Found longer the first test is delayed, the worse performance. Just giving a test stopped forgetting, performance on second the same as first. Sooner the first test, better later performance. First test wout feedback must be given soon after to have + effect
Importance of repeated testing not study- roediger and colleagues
Compared benefit from studying w testing
Ps had to remember word lists. One group did study phase plus a free recall test
3 conditions STST, SSST, STTT
Found similar learning curves/ no big diff between groups but when tested free recall a week later STST generally did better, provides feedback? And SSST did the worst
Karpicke and roediger 2008
Study list of swahili english word pairs, 4 conditions: ST, SnT- once word correctly recalled, drop from study but include in test. STn- once word correct, drop from test but continue study, SnTn- once word correct, drop from both
Found no diff across groups initially but one week later found ST and Snt did better
Butler and reodiger 2008, feedback
Each p studied passages and some did mcqs, some didn’t. All tested one week later on final cued recall test
Taking initial test ,even w no feedback tripled final recall, with immediate feedback, performance increases by another 10%
Best performance when feedback presented at the end of the test
