Research On Coding

Question 1

What did Baddely want to asses

Answer 1

Whether coding in the stm or ltm was acoustic or semantic

Question 2

Describe badeleys procedure for stm

Answer 2

Gave diff lists of words to 4 groups of pps to remember
Group 1: acoustically similar like cat cab can
Group 2: acoustically dissimilar like pit few cow
Group 3: semantically similar like great big large
Group 4: semantically dissimilar like good huge hot
Were given these words in wrong order and told to rearrange them in correct order

Question 3

What were the results of badelly stm

Answer 3

When pps had to do the recall task immediately after hearing, they had difficulty remembering acoustically similar words and would confuse them
This suggests that stm is mainly coded acoustically

Question 4

Describe badeleys procedure for LTM

Answer 4

The procedure was the same but with a 20 minute interval before recall, pps performed a diff task in between to prevent rehearsal

Question 5

Describe badeleys results for LTM

Answer 5

Pps with semantically similar words performed the worst as they confused words with similar meanings lie big not huge
This suggests that info in LTM is coded semantically

Question 6

Evaluation: negative

Answer 6

often used artificial tasks, such as word lists, which may not reflect how memory works in real-life situations. These tasks lack ecological validity, meaning the results might not generalise to how people remember things in everyday contexts.

Question 7

Evaluation: positive

Answer 7

Lab experiments with sufficient controls to prevent extraneous variables from affecting findings therefore increases its internal validity
Also increasing reliability and replicability

Question 8

Evaluation: positive

Answer 8

One real-life application of Baddeley’s research on STM and LTM is in education, in how information is taught and retained. Understanding that STM has limited capacity and encodes information acoustically, while LTM stores information semantically, can help educators design more effective teaching methods. For example, chunking information or linking new knowledge to existing knowledge can help improve retention and transfer of information from STM to LTM.