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Unit one cognitive studdies
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- 1Sperling 1960grid of three rows of four letters, the ppt were given a brief exposure time of 50 milliseconds. Ppt could usually only recall four or five letters. Because of this Sperling changed his experiment- he taught ppt to distinguish between three (musical) tones. He exposed to ppt to the same kind of chart for the same amount of time. But this time played one of the tones after the grid had disappeared, a high tone for the top row, a medium one for the middle and a low one for the bottom row. he found that after playing the tones the ppt were able to recall three items from each row. Sperling said that ppt probably saw 9-12 items of the grid but as the information of the four they recalled were being encoded the rest of the information was displaced.
- 2Atkinson and Shiffrin 1968Multi-store memory model
- 3Murdock 1962gave participants a list of words , they freely recalled the words, words at beginning and end of list recalled better. serial position effect
- 4Glanzer and Cunitz 1966elaborated on Murdock's experiment, added a distraction (counting backwards for 30 seconds) found that after the distraction task recency effect was effected (the words at end were no longer recalled) with no distraction technique serial position effect the same.
- 5Baddeley 1966tested effects of acoustic and semantic encoding in short term and long term memory. he gave ppt's lists which were acoustically similar and dissimilar or semantically similar and dissimilar. Acoustically similar words were harder to recall in STM but not LTM. But semantically similar word were harder to recall in STM and LTM.
- 6Miller 19567+ or - 2 units= did a number of studies that involved flashes of dots on a screen, numbers, letter and words used this to also come up with the idea of chunking.
- 7Milner 1967 (HM)Case study of Henry Molaison- suffered from epilepsy, had surgery at age of 20 to control epilepsy. This effected his memory, his STM fine but LTM impaired, found that he could not longer form new LT memories and could no longer remember family, people he met, and everyday events
- 8Peterson and Peterson 1959ppt given consonant trigrams- then had to count backwards in threes, from a random number for time intervals of 3,6,9,12, 15 and 18 seconds. Each different time interval was given a different trigram to reduce practice effect. They found that after 3 seconds 80% of the trigrams were called, this got progressively worse in till 18 when only 10% of the trigrams were recalled.
- 9Bahrick 1975392 American high school students post-graduation. Asked them to recall other students in their year, matching names to picture and without the picture cue. Ppt did well up to 34 years after their graduation but those with picture cue did better. But dip in all recall tasks after 47 years
- 10Bahrick and Hall 1991test LTM for algebra and geometry, those how had only taken maths up to a secondary school level showed a steady decline in their recall over the years. Were as those who had taken maths on to higher education, showed high levels of recall up to 55 years later.
- 11Conway et al. 1991Tested Open university Psychology students. Found certain topics were recalled more accurately over time. Statistics were particularly well retained probably due to the fact that it involves the acquisition of skills rather than fact.
- 12Conrad 1964Showed ppt a random sequence of six consonants (they were projects rapidly in a sequence on a screen) there were two conditions in one the letters were acoustically similar and in the other they were acoustically dissimilar. after there presentation ppt were asked to write them down in correct serial order. He found that acoustically similar words were harder to recall then dissimilar ones. As the letters were presented visually Conrad deduced that people must convert the visual image in to an acoustic method for encoding for STM, and then they got acoustically confused.
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