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Studies - Coggle Diagram

- - - - Recall of the acoustically similar sounding words was worse than the dissimilar sounding words during the initial phase of learning (trial in particular). However, recall of the similar and dissimilar sounding words was not statistically significant. This demonstrates that acoustic encoding was initially difficult, but did not affect LTM recall. Pps found the semantically similar words more difficult to learn than the semantically dissimilar words and recalled significantly fewer semantically similar words in the retest.
    - - The fact that pps found it more difficult to recall list one in the initial phase of learning suggests that STM is largely acoustic, therefore acoustically similar sounding words were more difficult to encode. Later retest recall of list three was impaired compared to all other lists because they were semantically similar suggesting that encoding in LTM is largely, but not exclusively, semantic.
    - - A laboratory experiment was designed to test sequential recall of acoustically and semantically similar word lists.
        . The pps were men and women recruited from the Applied Psychology Research Unit subject panel and were assigned one of the four list conditions as an independent group design (experimental design).
        
        Experiment 3
        . Four lists of 10 words were used:
        ¬ List A contained 10 acoustically similar words (man, can, cat, map etc)
        ¬ List B contained 10 acoustically dissimilar words that were matched in terms of frequency of everyday use to List A (pit, few, cow, mat, etc)
        ¬ List C contained 10 semantically similar words (great, large, big, broad, etc)
        ¬ List D contained 10 semantically dissimilar words that were matched in terms of frequency of everyday use to list C (good, huge, deep, late, etc)
        ¬ Lists B and D acted as baseline control groups for Lists A and C
        
        Each list of 10 words was presented via the projector at a rate of one word every 3 seconds in the correct order. After the presentation, the pps were required to complete 6 tasks involving memory for digits. They were then asked to recall the word list in 1 minute by writing down the sequence in the correct order. This was repeated over four learning trials. As it was not a test of learning words, but a test of sequence order, the word list in random order was made visible on a card in the room. After the four learning trials, the groups were given a 15-minute interference task involving copying eight-digit sequence at their own pace. After the interference task pps were given a surprise test on the word list sequence.
    - - To investigate the influence of acoustic and semantic word similarity on learning and recall in STM and LTM.
    - - A - Baddeley built in the findings of others, which adds to a body of knowledge and uses a scientific :check: approach to psychology. For example, research into working memory and its assessment have helped identify children who have working memory impairments, which mean that they struggle with scholastic activates in the classroom and often fail in education. Children with WM problems may have difficulty concentrating, remembering lengthy instructions or with complex vocabulary. WM research has led to a variety of classroom interventions designed to help improve the leaning and educational success of children with poor WM skills (Gathercole & Alloway, 2008), although other researchers argue that these improvements in achievement may be specific and short lived (Melby-Lervag & Hulme, 2012).
      - V - A criticism of Baddeley's experiment is that it lacks mundane realism as the pps were asked to are not normal everyday tasks, and are rely heavily on role rehearsal.
      - R - one strength of Baddeley's experiment is that is can be easily replicated.
        This is because it was done in a controlled lab environment with a standardised procedure. He can also establish a cause and effect relationship between the independent variable and dependant variable. This suggests that the research is highly creditable in terms of being scientific. :check:
      - E - none
      - G - a problem with Baddeley's experiment is that you can't generalise it as would struggle to be applied in everyday contexts.
        This suggests that the results cannot be generalised to everyday contexts.
        However, memory researchers would argue that to under stand memory we need to remove the context of normal memory and simplify the nature of the to be learned info in order to isolate the aspect of memory we are concerned with.