Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Core studies > Grant et al - Cognitive area > Flashcards

Grant et al - Cognitive area Flashcards

1
Q

Summarise briefly what Godden and Baddeley’s study was about (5) and what happened (2)

BACKGROUND

A
  • Participants were required to recall information
  • Divers listened to 40 unrelated words on the beach or under 10 ft of water
  • They were tested to see how many words they remembered
  • Matching conditions - remembered far more words
  • Mismatching condition - less words remembered
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What does Godden and Baddeley’s research suggest?

BACKGROUND

A

Suggests that characteristics of the environment are encoded as part of the memory trace and can be used to enhance retrieval of the other information in the trace.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What does context-dependent memory mean

THEORIES

A

Context-dependent memory refers to improved recall of specific episodes or information when the context present at encoding and retrieval are the same.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What was the aim of Grant et al’s study

AIM

A

Grant et al aimed to show that environmental context can have a more positive effect on performance in a meaninful memory test when the test takes place in the same environment in which the to-be-remembered material was originally studied (matching condition) than when the test occurs in a different environment (matching condition)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What was the experimental method?

RESEARCH METHOD

A

Laboratory experiment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What was the experimental design?

RESEARCH METHOD

A

Independent measures design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What was the first IV? (2)

A
  • Whether participants read the two page article under silent or noisy conditions
  • study context (silent vs noisy)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What was the second IV? (3)

A
  • Whether the participants were tested under matching or mismatching conditions
  • test context (silent v noisy)
  • manipulated in a between-subjects factorial design, producing 4 conditions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

How many members from a Psychology class served as experimenters?

SAMPLE

A

8 members

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

How many participants did each experimenter recruit?

SAMPLE

A

5 acquaintances

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

How many participants were in the study? (3)

SAMPLE

A
  • Originally 40
  • 1 removed due to poor results (anomaly)
  • 39 participants remained
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Age range?

SAMPLE

A

17 to 56

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Gender? (2)

SAMPLE

A
  • 17 females

- 23 males

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What sampling technique was used?

A

Opportunity sampling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

How were participants ordered into conditions? (3)

PROCEDURE

A
  • Each experimenter ran one participant for each of the 4 conditions
  • One additional participant for one of the conditions - assigned by the instructor
  • Experimenters randomly assigned their participants to their 5 conditions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What did the experimenter provide for the participants?

MATERIALS AND APPARATUS

A

Cassette players and headphones

17
Q

How many cassette players were there?

MATERIALS AND APPARATUS

A
  • 8

- Exact copies made from a master tape of background noise recorded during lunchtime in a uni cafe

18
Q

What did the background noise contain? (3)

MATERIALS AND APPARATUS

A
  • Consisted of occasional distinct words/phrases embedded within a general conversational hum
  • Intermixed with the sounds produced by movement of chairs and dishes
  • Moderate loud level
19
Q

What was the selected study material? (2)

MATERIALS AND APPARATUS

A
  • A two page, three-columned article of psychoimmunology

- Hales, 1984

20
Q

How many marks were the multiple-choice questions out of?

MATERIALS AND APPARATUS

A
  • 16 marks

- 16 multiple-choice questions

21
Q

How many marks were the short answer questions out of?

MATERIALS AND APPARATUS

A
  • 10 marks

- 10 short answer questions

22
Q

Why was the short-answer test always administered first?

MATERIALS AND APPARATUS

A

Ensure that recall of information from the article was being tested and not recalled from the Multiple choice questions

23
Q

What was read out aloud? (3)

PROCEDURE

A
  • Standardised instructions
  • They described the experiment as a class project
  • They said participation was voluntary
24
Q

What were participants asked to do with the article? (2)

PROCEDURE

A
  • Asked to read the given article once, as if it were for a class assignment
  • Allowed to highlight and underline as they read
25
Q

Were participants informed about what the comprehension would be used for? (2)

PROCEDURE

A
  • Yes

- Participants were told they would be tested with both a multiple choice test and the short answer test

26
Q

Why did all participants wear the headphones? (3)

PROCEDURE

A
  • Standardisation
  • Controlled methodology
  • To make sure the headphones didn’t affect the results
27
Q

What were participants in the silent condition told about the head phones vs the noisy condition (2)

PROCEDURE

A
  • SILENT - told they would not hear anything over the headphones
  • NOISY - told they would hear moderately loud background noise but that they should ignore it
28
Q

How long was the break the participants were given? (3) When was it? why was it used?

PROCEDURE

A
  • 2 minute break
  • between the end of the study phase and the beginning of the test phase
  • incorporated to minimise recall from short-term memory
29
Q

In what order were the tests given? + why? (4)

PROCEDURE

A
  • Short answer test first
  • Multiple choice questions last
  • prevents recall from MCQ
  • ensured information from the comprehension was being tested
30
Q

What happened at the end of the testing phase?

PROCEDURE

A

Participants were debriefed

31
Q

How long did the procedure last?

PROCEDURE

A
  • 30 mins
32
Q

Give two results from the short answer test

A
  • matching condition (SS) = 6.7/10 (MEAN)

- mismatching condition (SN) = 5.4/10

33
Q

Give two results from the multiple choice questions

A
  • Matching condition (NN) = 14.3/16 (MEAN)

- Mismatching condition (NS) = 12.7/16 (MEAN)

34
Q

What was reading time in the analysis of test performance? (2)

RESULTS

A
  • a co-variable

- P’s in all groups spent roughly the same time studying the material

35
Q

What is a co-variable?

RESULTS

A

Variables investigated in a correlation

36
Q

Did noise have an effect on performance?

RESULTS

A

There was no overall effect of noise on performance

37
Q

Are there context-dependency effects for new material? (2)

CONCLUSIONS

A
  • Yes
  • There are context-dependency effects for newly learned meaningful material regardless of whether a short-answer test or a multiple-choice test is used to assess learning
38
Q

Does studying in the same environment have an effect? (2)

CONCLUSIONS

A
  • Yes

- Studying and testing in the same environment leads to enhanced performance

39
Q

How can students perform better in exams? (2)

CONCLUSIONS

A
  • Students can perform better in exams if they study for them with a minimum of background noise
  • Because, although there was no overall effect of noise on performance, the fact that there was no evidence for context-dependency suggests they are better off studying without background noise as it will not be present during the actual testing

Core studies (20 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions