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- 1Peterson and Peterson (1959) (memory)AIM: to see if rehearsal was necessary to hold information in the short-term store.
METHOD: participants were given a set of three letters to remember (such as GYK, MTW), but immediately asked to count backwards in threes out loud for different amount of times. This was done to prevent rehearsal. participants were then asked to recall the letters in the correct order.
RESULTS: The results of the study showed that participants had forgotten virtually all the information after 18 seconds.
CONCLUSION: It was conducted that we cannot hold information in he short-term store unless we rehearse it. - 2Bartlett (1932) (reconstructive memory)AIM: to see if people, when given something unfamiliar to remember would alter information.
METHOD: Participants were asked to read a story called 'the war of he ghosts. later that day they were asked to retell the story as accurately as possible. This retelling was repeated several times during the weeks that followed.
RESULTS: participants found it difficult to remember bits of the story and changed other bits of the story so that it made more sense to them. Each time they retold the story it changed more.
CONCLUSION: our memory is influenced by our own beliefs. - 3Craik and Lockhart (1972)AIM: to see if the type of question asked about words will have a effect on the number of words recalled.
METHOD: participants were presented with a list of words, one at a time, and asked questions about each word, to which they had to answer 'yes' or 'no'. these questions required semantic processing, structural processing and phonetic processing. they were then given a longer list of words and asked to identify the words they had answered questions about.
RESULTS: participants identified 70% of the words required semantic processing, 35% required phonetic processing and 15% required structural processing.
CONCLUSION:the more deeply information is processed, the more likely it is to be remembered. - 4Underwood and Postman (1960)AIM: to see if new learning interferes with previous learning.
METHOD: participants were divided into 2 groups:
-Group A were asked to learn a list of word pairs. they were then asked to learn a second list of words pairs.
-Group B were asked to learn the first list of word pairs only, both groups were asked to recall the first list of word pairs.
RESULTS: Group B's recall of the first list was more accurate than that of Group A.
CONCLUSION: new learning WILL cause people to recall previously learned information less accurately. - 5Godden and Baddeley (1975)AIM: to see if people who learn and are tested in the same environment will recall more information than those who learn and are tested in different environments.
METHOD: participants were deep-sea divers. they were divided into 4 groups. all the groups were given the same list of words to learn.
-GROUP 1 had to learn underwater and recall underwater
-GROUP 2 had to learn underwater and recall on the shore
-GROUP 3 had to learn on the shore and recall on the shore
-GROUP 4 had to learn on the shore and recall underwater
RESULTS- groups 1 and 3 recalled 40% more words than groups 2 and 4.
CONCLUSION: recall of information will be better if it happens in the same context that learning takes place - 6—
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- GCSE Psychology Flashcards on memory study flashcards, created by matthewsrhianna on 13/05/2016.
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