Glanzer and Cunitz 1966 Support for MSM Flashcards
Aim
Investigate the serial effect position, with two separate stores of memory
Experiment 1
Investigated LTM
Participants #1
240 men enlisted in the army
Method Info #1
5 Different Conditions
2 Variables:
-Learning Time
-Repetition of list
Method Procedure #1
- Men in the different conditions were asked to immediately recall words after the presentation
Results
- Results demonstrated that repetition of the lists had no effect on recall
- Spacing time demonstrated more time for rehearsal of the words
- Demonstrated Primacy effect
Primacy Effect
Participants were able to recall more words at the beginning of the list because they had more time to rehearse the words
1 Support for MSM
- Distinguishes different memory stores
- Rehearsal consolidates new information in LTM
Experiment #2
Investigated STM
Participants #2
46 Army enlisted men
Method info #2
-15 word list
Conditions
- Recall immediately
-10 second recall (after interference task)
-30 second recall (after interference task)
Method Procedure #2
46 participants were shown different variations of a 15 word list
-Different conditions of interference task
Results #2
Participants with greater interference task resulted in less word recall (info displacement
-Removed the recency affect associated with STM
Recency effect
Tendency to recall information most recently presented
Conclusion
Both experiments support the hypothesis of two distinct storage mechanisms
Conclusion #1
-Demonstrated by the increase in primacy effect when delay was increase
Conclusion #2
-Decrease in recency effect when delay and interference prevented rehearsal
Limitations
- Participant “mental” capacity not taken into consideration
- Low ecological validity
- Participants were all males
Strengths
- Support MSM
- Tightly controlled lab design, limiting extraneous variables
- Repetition of the experiment, have demonstrated similar results (reliability)
