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Memory case studies
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- 1Sperling (1960)Procedure: Sperling uses a chart containing 3 rows, when displayed it to participants for 50 milliseconds. P's had to recall immediately as many letters as possible. Findings: p's talked about how they were aware of more letter even though they could no longer recall them. p's would recall 3 to 5 digits out of 9.
- 2Joseph Jacobs (capacity)procedure: this was the digit span test. P's were given a series of digits. P's had to recall accurately in order. The list of numbers would get longer and longer. Findings: participants could recall 7+-2, the longer the list, the less percentage recall
- 3Miller (1956)Generally participants are able to recall between 5 to 9 chunks. Chunking can be seen from this experiment, you can recall more letter in a second condition. However chunking the letter into a meaningful structure allows you to remember all 32 letters
- 4Baddeley (1966)Procedure: p's were shown a random sequence of five words from the 4 categories. 1) acoustically similar 2) acoustically dissimilar 3) semantically similar 4) semantically dissimilar. they were asked to write them down 20 seconds later. Findings: P's confused acoustically similar words compared to other words
- 5Peterson and Peterson (1959)Procedure: asked p's to remember a nonsense trigram. Then gave participants a distractor task to stop them from rehearsing the trigram. Tested participants recall after 3,6,9,12,15. They had to recall in the correct order. Findings: as the time decreases the percentage who recalled the trigram decreases as well. Conclusion: duration is how long information can be held in the memory store.
- 6Bahrick et al (1975)Procedure: having various memory tests e.g. recognition of old classmates. Findings: p's performed well until the age of 34, however performance was better on recognition tasks. P's older than 47 had a dip therefore due to age effects
- 7BaddeleyProcedure: this was the same as his short term memory experiment however this time the lists were 10 words long p's were not allowed to rehearse and they had to recall after 20 mins interval. Findings: both recalled badly but semantically similar words were recalled better
- 8Baddeley and Hitch (1974)Procedure: they devised a dual task method. P's had to do a reasoning task while reciting the six digits out loud. They had to complete the questions and chat the numbers. Findings: STM must have more than one component and must be involved in processes other than simple storage.
- 9Baddeley (1996) Central executiveProcedure: asked participants to think of random digits that had no connection to each other. Either carried out on its own or with one of the following tasks: reciting alphabet, counting from 1 or combination of both. Findings: generated number stream was much less random in condition 3.
- 10Baddeley et al (1975) Phonological loopProcedure: words were presented for a very brief periods of time. 1st condition - 5 words. monosyllable, 2nd condition - polysyllabic words. Findings average recall over several trials, shows that p's remembered short words better. Conclusion - supported the evidence for the word length.
- 11Shepherd and Fand (1972) Visuo - spatial sketchpadProcedure: p's were asked to either try and fold the cube in their head and answer the question "do the points meet" or had to fold it and answer the question. Findings: they found a strong correlation between time taken stores for mental and physical folding.
- 12Loftus and palmer (1974)procedure: 45 participants were shown 7 short video clips of cars colliding. They were split into 5 groups, with 9 p's in each one. p's were asked how fast the cars were going when they ____ each other. These verbs were added 'smashed', 'hit', 'bumped', 'collided'. Responses were recorded in miles per hour. Findings: different words had a different response to participants response. Smashed produced the fastest, contacted produced the lowest.
- 13Evaluations of Loftus and Palmer*Lacks cross cultural validity because the experiment was conducted on Americans therefore this experiment cannot be generalised. *Lack ecological validity done in a lab therefore altering the behaviour of the p's. *Lacks population validity - because this experiment was conducted on 45 students p's therefore this experiment cannot be generalised towards people who are not students.
- 14List (1968)Procedure: List created a list of elements that might occur during shoplifting scenarios and asked people to rate events in terms of how likely they were to occur in such an incident. P's were shown 8 different shoplifting incidents and they had to recall a week later. Findings: P's were more likely to recall the highest probability events than the low often reported seeing high probability. Schema can affect the impact of EWT.
- 15List's Evaluations*Lacks ecological validity therefore the results collected might be less accurate.
- 16Loftus (1979)Procedure: p's heard a discussion in a room nearby then following happened dependant on the group the p's were in: Condition A - a man came out with greasy hands, holding a pen. Condition B - a man came out with a knife and covered in blood. P's had to identify the man from 50 photos. Findings: A - 49%. B -33% identification. Conclusion: when anxious witnesses focus on the weapon at the expense of other details
- 17Christianson & Hubinette (1993)Procedure: they interviewed 110 people who had witnessed bank robberies. Some had been threatened, others had been witnesses. Findings: those who had been threatened had detailed recall of events. Conclusion: when we are more anxious in a situation. EWT is better
- 18Valentine and Coxon (1997)Procedure: p's watched a video of a kidnapping and were asked a series of non leading and leading questions. P's fell into 3 categories: children, young adults or elderly. Findings: elderly and children gave more incorrect answers to non leading questions compared to young adults. Conclusion - young adults performed best
- 19Fisher et al (1987)Procedure: studied real life interviews over a 4 month period. He found that the witness were bombarded with questions, brief, direct and close ended. Questions - opening, leading, misleading, multiple and force choice
- 20Geiselman et al (1986)Procedure: an intruder carrying a blue rucksack entered a classroom and stole a slide projector. 2 days later p's were questioned with standard or cognitive interview. they were asked 'was the guy with the green backpack nervous' or 'what colour was the man's rucksack'. Cognitive p's were less likely to recall the colour of the bag than those in the standard interview
- 21Evaluations of Geiselman*Lack of population validity because all the p's were students cannot be generalised to adults or elderly *Ethical issue of psychological harm being given as they were under pressure. *Good ecological validity as the interviews were conducted in the classrooms, familiar environment
- 22Bower and Clark (1969)Procedure: this was an independent group's design. Both groups were given 12 lists containing 10 words. One condition - p's were advised to come up with stories to link the words together. The others were asked just to learn them. Findings: recall was the same for both who learnt the list
- 23Evaluations of Bower*Lacks mundane realism because this is not a real everyday situation
*Lacks population validity because this was only done on student, therefore cannot be generalised
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- AS - Level Psychology AS Karteikarten am Memory case studies , erstellt von Charlotte Silvester am 02/02/2016.
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