Grant

Amy O'Farrell
Mind Map by Amy O'Farrell, updated more than 1 year ago
Amy O'Farrell
Created by Amy O'Farrell almost 4 years ago
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Grant Case Study mind map notes

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Grant
1 Background
1.1 Godden and Badeley 1975- Studied the effects of Context-Dependent Memory on deep sea divers
1.2 2 Types of Memory; Recall and Recognition
1.3 Environmental cues prompt memory
1.3.1 In Recognition the environment cues are 'outshined' by themseleves
2 Key Terms
2.1 Context Dependent Memory(CDM)
2.1.1 People remember better if they are remembering information in the same context where and when they learned the information
2.2 Recall
2.2.1 Short-answer questions where there are no cues given
2.3 Recognition
2.3.1 Remembering some information when cues are given (eg multiple choice questions)
3 Aim
3.1 Investigate CDM effects on both recall and recognition
3.2 Students may be using study habits that do not work in their favour under test conditions
4 Research Method
4.1 Lab Experiment
4.1.1 IV
4.1.1.1 Study Context: Silent or Noisy
4.1.1.2 Test Context: Silent or Noisy
4.1.2 DV
4.1.2.1 Recall test: 10 Short-answer questions
4.1.2.2 Recognition test: 16 Multiple choice questions (each had 4 choices)
4.2 Independent Measures
5 Sample
5.1 8 Psychology Students each chose 5 P's that were aquaintances
5.1.1 Opertunity
5.1.1.1 Students had to have known the P's and have been in there when asked to take part in a study about CDM
5.2 40 Particpants
5.2.1 17 Females, 23 males
5.2.2 17-56 yrs, Mean age=23.4
5.3 39 P's had recorded data (1 male was omitted score too low)
6 Procedure
6.1 Materials
6.1.1 Each experimenter used their own cassette player and headphones
6.1.2 The 'Noisy' Condition was a recording of noise at lunchtime in a University cafeteria
6.1.3 Information learnt- 2 page article with 3 columns about psychoimmunology
6.2 Tests
6.2.1 The Recognition test; 16 Multiple choice questions each with 4 choices
6.2.2 The Recall test; 10 Short answer questions each required a one-word/ short phrase answer
6.2.3 The info in the text was in the same order as in the test
6.2.4 P's did the Recall test first, then the recognition test(avoid cues from the recognition test giving them answers for the recall test)
6.3 Lasted 30 mins in total
6.4 Were read aloud the instructions, can read and highlight at same time
7 Controls
7.1 Same Background noise
7.2 Order of tests
7.3 Always wearing headphones apart from a 2 minute break
7.4 Tested individually
7.5 Highlight/underline while reading the article
7.6 Debriefed at the end (told what the study was about)
8 Data&Results
8.1 Quantitive
9 Conclusions
9.1 Students are likely to perform better in exams if they study for them with minimum background noise
9.2 Students get a better score if they learn information in the same environment as the test
10 Evaluation
10.1 Ethics
10.1.1 Upheld
10.1.1.1 Informed consent obtained, Debriefed, No harm
10.2 Reliability
10.2.1 Internal
10.2.1.1 Replicable due to many controls, Standardised procedure using a controlled environment
10.2.2 External
10.2.2.1 There was a consistent effect between matching and mismatching conditions
10.3 Validity
10.3.1 Internal
10.3.1.1 High deisgn validity
10.3.2 External (Ecological Validity EV)
10.3.2.1 Low- Don't have a 2 minute break between learning the info to being tested on it in an exam
10.3.2.2 High- Tested in a normal environment
10.4 Ethnocentrism
10.4.1 Not Ethnocentric- Investigates a species-specific behaviour.
10.4.2 Ethnocentric- Conducted in America, results may be different if conducted on others who don't have a western education
10.5 Debates
10.5.1 Psychology as a Science
10.5.1.1 Lab Experiment; Scientific criteria fulfilled, Supports that Psychology is a scientific descipline
10.5.2 Usefulness
10.5.2.1 Useful to a student to an extent as long as not everyone uses it otherwise it would cancel out it's usefulness
10.5.3 Individual-Situational
10.5.3.1 The Situation determines their performance
10.5.4 Freewill -Determinism
10.5.4.1 Results are pre-determined by basis of study
11 Relates to...
11.1 Cognitive Area
11.1.1 Studies memory, CDM of meaningful prose in students
11.2 Key Theme Memory
11.2.1 Effects of CDM on recall and recognition of info, changed our understanding by investigating another aspect of Memory
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