unit one cognitive

unit one cognitive

1. levels of processing theory- different levels of processing: semantic deep, phonetic medium and structual low.

   • + supporting evidence + wide applications - many variables that determine processing - doesn't account for all learning
   • craik and tulving- aim- to test levels of processing theory and information processed at semantic structual and phonetic level. method- 24 participants individually tested using repeated measure , there was different questions for 60 words the participants didnt know they would have to recall information. results- 17% words remembered was strutual 36% phonetic and 65%. conclusion- the deeper the processing the better the recognition.

2. cue dependent forgetting- failure to remember to to accesibility. a cue is needed to recall and thi is greater if encoding and retrival state and place are similar.

   • godden and baddley- aim- to investigate effects of context cues and see if words learned in the same enviroment as recall improved recall. method- 18 participants did a repeated measures study in four conditions, dry dry, wet wet, dry wet, wet dry. 20ft under they had to learn 38 words heard four seconds delayas a distraction they had to write numbers and had a 24 hour delay between conditions and did them in pairs. results- 50% better recall dry dry was 13.5 and dry wet was 8.6. conclusion enviromental cue improved recall.

3. displacement- information replaces information in the short term memory, this has the primary and recency effect.

4. is eye witness testimony reliable

5. multi store model- this is the theory that states there is three different stores , sensory , stm and ltm. sensory modality speific 2 seconds durable. stm if paid attention to 5-9 items 30 seconds acoustic form. ltm if rehearsed infinate memory and semantic form.

   • evidence replicate peterson and peterson