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    Key Study Baddeley 1966b

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    itschrysti

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    Key Study Baddeley 1966b

    Uploaded by

    itschrysti
    11 views33 pages

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    Copyright:

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    Download as pptx, pdf, or txt
    11 views33 pages

    Key Study Baddeley 1966b

    Uploaded by

    itschrysti

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 33

    Key Study: Baddeley (1966b)

    Learning Objectives
    • To describe the Baddeley (1966b) study.
    • To evaluate the Baddeley (1966b) study using
    the GRAVE format.
    • To answer exam questions on the Baddeley
    (1966b) study.
    But First....
    1. What is the serial-position/primacy-recency
    effect? (Murdock, 1962)
    But First...
    2. What is rehearsal? (in a memory sense!)
    But First...
    3. What did Peterson-Peterson (1959) do to
    prevent rehearsal? What did they find?
    • You are about to replicate part of Baddeley’s
    (1966b) study - Experiment 3
    • You will be shown a series of words.
    • You need to remember the order of the
    words.
    Man
    Cab
    Can
    Cad
    Cap
    Mad
    Max
    Mat
    Cat
    Map
    • I am going to read out loud some number
    sequences.
    • You need to listen to the number sequences.
    • After each sequence has been read out to you,
    you will be given the chance to write them
    down in the correct order.
    Now...
    • You have 1 minute to recall the word list in the
    correct order.
    • These are the words that appeared:
    Cat Max
    Cab Mat
    Cap Cad
    Map Can
    Man Mad
    • Baddeley (1966b) did this 3 more times with
    the same list of words

    • Why might he have done that?


    Questions to Consider
    1. Why did Baddeley show the words used
    when Ps were asked to recall them?
    2. What was the relevance of having to
    remember those number sequences?
    3. The words used were all acoustically similar.
    There were 3 other conditions in this
    experiment. What could they have been?
    Which words belong to which condition?

    A. Acoustically similar 1. Pit, few, cow, pen, sup,


    B. Acoustically dissimilar bar, day, hot, rig, bun
    C. Semantically similar 2. Good, huge, hot, safe,
    thin, deep, strong, foul,
    D. Semantically dissimilar old, late
    3. Great, big, large, huge,
    long, tall, fat, wide, high,
    broad
    4. Cat, max, cap, can, man,
    map, mat, mad, cad, cab
    Questions to think about
    1. What difference do you think each of these
    conditions will make to memory?
    2. What controls do you think Baddeley will
    need to have used when choosing which
    words to include in his study?
    3. Can you guess what the aim of this study
    was?
    Aim
    • To investigate the influence of acoustic and
    semantic word similarity on learning and recall in
    long-term memory. The results of this study will
    inform our understanding of how information is
    encoded in LTM, which in turn tests the
    parameters of the Multi-Store Model of memory.

    • Why would this study test the parameters of the


    MSM of memory?
    Surprise!!!
    • You need to recall & write down the list of words,
    in the correct order again.
    • As a reminder, these are the words that were
    used:
    Map Cap
    Cat Cad
    Mat Can
    Max Cab
    Mad Man
    How many did you get right, first time &
    second time?
    1. Man • Calculate your number
    2. Cab of correct answers as a
    3. Can percentage
    4. Cad – First time round
    5. Cap – Second time round
    6. Mad
    7. Max
    8. Mat
    9. Cat
    10. Map
    How do our results compare with
    Baddeley’s (1966b)?
    What conclusion(s) can you deduce from
    Baddeley’s results?
    Note Check
    • Aim
    • Procedure
    • Results
    • Conclusion
    • Choose a number between 100 and 200
    (inclusively).
    • Write this number on your Baddeley notes.
    Condensing Information Improves Memory

    • You need to process the information


    semantically, in order to decide which bits are
    the most important (should be included) &
    least important (should be discarded).

    • We’re in the business of remembering as


    much as we can 
    Homework
    1. Draw a pair of briefs.
    2. Summarise the description for the Baddeley
    (1966b) study using the number you have
    written on your notes as your MAXIMUM
    word count 
    3. Use as many abbreviations, diagrams etc as
    you wish.
    Evaluating Studies

    • State
    • How
    • Why
    Exam Style Questions About This Study
    • What was the aim?
    • How did Baddeley (1966b) conduct this study?
    • What results did Baddeley (1966b) find?
    • What was the conclusion of Baddeley’s (1966b) study?
    • Describe Baddeley’s (1966b) study investigating the influence
    of acoustic and semantic similarity on LTM.
    • Describe the aim and procedure of Baddeley’s (1966b) study
    • Describe one strength of Baddeley’s (1966b) study.
    • Explain how Baddeley’s (1966b) study might have low
    ecological validity.
    • Describe one way that Baddeley (1966b) could have improved
    his study.
    • Etc.

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