Research To Support (Memory) Flashcards
Research to support Encoding in MSM
Baddeley presented participants with 4 lists, either semantically or acoustically similar/dissimilar words
Asked to recall immediately and 20 minutes after
Findings- participants struggled with acoustically similar words in their STM - so must code acoustically
participants struggled with semantically similar words in their LTM - so must code semantically
Research to support capacity in MSM
Miller asked participants to remember various pictures/objects and had concluded that most things come in 7s
Concluded that we can remember 7 +- 2 items, but we can remember 7+-2 chunks by breaking down longer pieces of information into manageable chunks
Jacob’s asked participants to remember and recall digits, digit was continuously added until they couldn’t recall anymore - determined digit span
Concluded that mean digit span - 9.3 digits and for letters it was 7.3
Research to support duration for STM in MSM
Peterson and Peterson had asked participants to remember trigrams, which were paired with a distraction, e.g counting down in 3s
The distraction interval got longer over time
When the distraction was 3 seconds long 80% of participants could recall the trigram, when the distraction was 18 seconds only 10% could recall
They concluded that the duration for STM was 18-30 seconds
Research to support duration for LTM in MSM
Bahrick asked 392 American graduates if they could pair names and pictures of their past classmates
There was a 60% success rate for matching names and faces 47 years after graduation
Showing that in LTM information can last up to a potential life time
Research to support different components of STM in the WMM
Baddeley et al
Condition 1- asked participants to take part in visual tasks at the same time, using a pointer to track a light and visualising the letter ‘F’ whilst moving the letter around
Condition 2- asked participants to trace the letter ‘F’ ( visual task) and to also do a verbal task at the same time
Participants found the first condition more difficult - using the same slave system (visuospatial sketchpad), causing it to become overloaded
How does KF support different components of STM in the WMM?
KF suffered damage to his short term memory - he had poor ability of processing auditory information (phonological loop), but visual information (visuospatial sketchpad) wasn’t an issue
Showing that there are differing components within STM
How does Clive Wearing support different types of LTM?
Clive Wearing still had his procedural memory in tact - he could continue to play the piano
Still had his semantic memory
However has lost his episodic memory - personal experiences
McGeoch and McDonald’s research to support interference
Gave participants list of words to learn - til 100% accuracy
Then provided with a new list to learn - 6 different lists, for example synonyms, antonyms or three digit numbers
Asked to recall the first initial list
Findings- participants struggled with recalling initial list, due to retroactive interference - more struggle if participants were given new list of synonyms
Baddeley and Hitch’s research to support interference
Studied rugby players and their ability to recall the names of teams they have played against in the past
Some of these players had missed some games, due to injury
Time interval from the start to the end of the season was the same for all players
Findings- they had found that the players who had played more games had forgotten proportionally more than the players who had missed games
How did Tulving find that interference was only temporary?
During his research Tulving had investigated the use of cues
He had found that if participants were giving a cued recall task after their interference task then their ability to recall can increase
Therefore cues can prevent interference from occurring permanently
Godden and Baddeleys research to support context-dependent forgetting for retrieval failure
Scuba Divers were given a list of words to learn - either on land or under water
They were then tested on their ability to recall either on land or under water, meaning there were 4 conditions
Findings- the ability to recall was higher/more accurate if the divers were in the same context, in which the list of words had been learnt and enoded
Therefore, showing how the environment can act as a cue for recall
Goodwin et al’s research to support state-dependent forgetting for retrieval failure
Male participants were asked to remember a list of words - either sober or drunk
Asked to recall this information 24 hours later - some participants were either sober or asked to get drunk again
Findings- the ability to recall the list of words was higher/more accurate when the participants were in the same state in which they had learnt or encoded the words
Supporting the idea that the state you are in can aid or act as a cue in the recall of information
Research to support negative effects of anxiety in recall
Valentine and Mesout
Johnson and Scott
Research to support positive effects for anxiety in recall
Yuille and Cutshall
Christianson and Hubinette
