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Classic Study - Baddeley (1966) - Coggle Diagram
Classic Study - Baddeley (1966)
Evaluative Points
High internal validity
- list A + B and lists C + D were matched with each other in terms of how frequently words appear in english which meant that the results could not be explained by ppts being able to remember familiar words. This avoids cofounding variable which lower internal validity.
Low external validity
- experiment B was so tightly controlled compared to experiment A that they were artificial and unlike real life so encoding in the study may not resemble real life so the study exaggerates semantic encoding's role in memory. .
Application to learning to learn
- If encoding in LTM is semantic then it is useful in helping recall information long-term. It is useful for students during revision as they are advised to think about the information, reorganise it and try to relate it to things they already know which help process meanings. Shows his study has validity in being applicable to IRL
Aim
To see whether LTM encodes acoustically (sound) or semantically (meaning) through different word lists which are similar in sound or meaning.
Findings
In the learning trials, recall of the acoustically similar list was consistently lower than for the acoustically dissimilar control list. In the recall tests after 20 minutes, there was no significant forgetting of words in the acoustically similar list although there was in the acoustically dissimilar list
There were no differences in recall of the two semantic lists (C+D) on the learning trials. This was also true of the recall test - there was a amount of forgetting , but both the semantically similar and dissimilar lists.
Procedure
Lists
List A - acoustically similar words
List B - acoustically dissimilar words
List C - semantically similar words
List D - semantically dissimilar words
Each list was presented aloud on tape and ppts had 40 seconds to write down as many of the ten words that they could recall in order which was carried out 4 times.
Each ppt spent 20 minutes doing another task and then had to recall the words in the correct order in an unexpected recall task.
Conclusion
LTM encodes semantically despite his earlier experiments suggest STM encodes acoustically
LTM gets distracted by semantic similarities which is why it gets confused when it has to retrieve the order of words
LTM doesn't pay attention to how words sound - no problem retrieving acoustically similar words
Variables
Study was a lab experiment with an independent group design and variables were tested using repeated measures
IV
- acoustically similar word list or acoustically dissimilar; semantically similar word list or semantically dissimilar
DV
- score on a recall test of 10 words, words must be recalled in correct
ORDER.
Sample
75 young servicemen from the army, who all took part in a hearing test where 3 ppt were excluded