Karteikarten
Psychology ~ Memory
Karten in diesem Stapel (12)
- 1Describe and evaluate a study into the multi-store explanation on memoryMurdoch (1962)
Aim: To provide evidence to support the multi-store explanation of memory
Method: P's had to learn a list of words presented one at a time for 2 secs per word and then recall them.
Results: Words at the end of the list were recalled first. Words at the beginning were also recalled quite well but the ones in the middle not very well.
Conclusion: Provides evidence for separate short term and long term stores.
Evaluation:
+ Provides simple description of memory process
- Doesn't explain why we forget things we have rehearsed but remember things we haven't rehearsed - 2Describe and evaluate a study into the levels of processing.Craik and Lockhart (1972)
Aim: To see if the type of question about words will have an effect on the number of words recalled.
Memory: p's were given list of words. Had to answer questions yes/no about each word. 3 different processes:
~phonetic
~ structural
~ Semantic
Then had longer list of words and had to identify the words they were asked about.
Results: 70% required semantic. 35% required phonetic. 15% required structural.
Conclusion: The more deeply information is processed, the more likely it is to be remembered.
Evaluation:
- words which required deeper processing also requires more effort.
- deeper processing also takes more time and could be this that increases memory. - 3Describe and evaluate a study into the reconstructive approach.Bartlett (1932)
Aim: To see if people when given something unfamiliar to remember, would alter the information.
Method: P's were asked to read a story called the 'War of the Ghost'. Then had to re-tell the story as accurately as possible. Was repeated several times in the following few weeks.
results: found it difficult to remember bits of the story about spirits and changed bits so it made more sense to them. Each time story was re-told, it was changed.
Conclusion: Our memory is influenced by our own beliefs.
Evaluation:
+ Explains our everyday use of memory. Has a major impact in situations where accurate recall is crucial, such as eye witness testimony.
- Story is difficult to understand and not similar to everyday experiences. - 4Describe and evaluate a study into the explanations of forgetting.Underwood and Postman (1960)
Aim: To see if new learning effects old learning.
Method: P's were in two groups.
~A: 1st list of word pairs, then 2nd.
~B: 1st list of word pairs.
they then had to recall them.
Results: Group B's recall of the 1st list was more accurate then A's.
Conclusion: New learning interfered with the p's previous learning. Things we have already learnt can cause problems when we try to learn new things known as 'proactive interference'.
Evaluation:
- artificial as was conducted in a lab and is not normal to learn lists of words in real life. - 5Describe and evaluate a study into context.Godden and Baddeley (1975)
Aim: To see if people who learn and are tested in the same environment will recall better than those who learn and are tested in different environments.
Method: p's were deep sea divers. 4 groups. Same words to learn.
~ G1 - learn under water, recall under water
~ G2 - learn under water, recall on shore
~ G3 - learn on shore, recall on shore
~G4 - learn on shore, recall under water.
Results: Group's 1 & 3 recalled 40% more than 2 &4.
Conclusion: Recall information will be better if the learning and recalling are in the same environment.
Evaluation:
- Participant variables as there were different people in each group so this could be the cause of the difference rather than the context.
- Recalling words under water and on shore isn't a real life situation so is hard to apply to real life situations e.g. exam hall. - 6Definition of Amnesia?Loss of memory due to brain damage e.g head injury, stroke or infection.
- 7Definition of Anterograde Amnesia?When memories can be recalled before the injury but not after. Could be due to the patient's inability to learn new information.
- 8Definition of Retrograde Amnesia?When you can't remember events before an injury but can retrieve information after the injury.
- 9what is eye witness testimony?A report given by people who witness an accident or crime
- 10Describe and evaluate a study into leading questions.Loftus and Palmer (1974)
Aim: To see if asking leading questions affects the accuracy of recall.
Method: P's were shown films of car accidents. Some were asked 'How fast was the car going when it hit the car?' other were asked 'How fast was the car going when it smashed the car?'.
Results: Those who heard 'smashed' gave a higher estimate than those who heard 'hit'
Conclusion: Leading questions affect the accuracy of recall.
Evaluation:
- Watching a film isn't the same as a real life because you are prepared and in a safe environment. - 11What is a leading question?A question that hints a particular type of answer
- 12Describe and evaluate a study into eye witness testimony. (unfamiliar faces)Bruce and Young (1998)
Aim: To see if familiarity affects the accuracy of identifying faces
Method: Lectures were caught on camera at the entrance of a building. P's had to identify the faces seen from high quality photographs.
Results: Lecturers' students made better identification than other students and police officers.
Conclusion: Previous familiarity helps with identifying faces.
Evaluation:
+ Demonstrates the limited use of security cameras
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- Karteikarten am Psychology ~ Memory, erstellt von charliemccarthy2 am 22/11/2013.
- Erstellt von
- charliemccarthy2
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