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Summary key studies in cognitive psychology

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classic & contemporary studies overview and summary of : Aims, Procedures, Results & Conclusions (APRC) Evaluation (SCOUT) key words highlighted for better recall

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  • January 1, 2024
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  • 2022/2023
  • Summary
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CLASSIC STUDY : Baddeley (1966b)

Aim: to investigate the influence of acoustic and semantic word similarity on learning

and recall in STM + LTM, through a lab experiment involving word sequences.

Procedure : pps men and women from Applied Psychology Research Unit subject panel,

were divided into 4 list conditions ( independent groups design)

List A : 10 acoustically similar

List B : 10 acoustically dissimilar

List C : 10 semantically similar

LIst D : 10 semantically dissimilar

1) Each of 10 words presented via a projector ( 1 every 3 s ) and copied

2) Distraction test : memorise 6 8-digit sequences, then recall word list in order

Repeated over 4 learning trials

3) 15-min interference task : self-paced 8-digit copying

4) Surprise retest on word list sequence



Results: recall of acoustically similar words was worse than acoustically dissimilar words in the
initial phase


Semantically similar words more difficult to learn and recall than semantically dissimilar words
in surprise retest


Conclusion : STM relies heavily on acoustic encoding, as acoustically similar words more
difficult to recall in the initial phase




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LTM is largely semantic as later retest recall of List C ( semantically similar ) was impaired
compared to other lists, because :



- LTM is good at recalling semantic differences as it sorts things into meaningful categories
- In List C, there was no semantic difference between words that had the same meaning,
giving LTM “nothing to hold on to”.



Generalisability


Pps used 72 pps who were all British male + female volunteers


Any anomalies (people with unusually good or bad memories) “averaged out” in this
sample


However, many conditions in this study that each group only had 15-20 people in it
= any anomalies might skew results /make a difference to scores with small
numbers


LTM works the same for people from all countries, speaking all languages
= this sample is probably representative.


A volunteer sample might have more people with particularly good memories who enjoy
doing memory tests - not representative of people in general.


Experimental techniques used in lab research aren’t typical of the way memory is used
in an everyday context ( lists of random monosyllabic words not often learnt).


Ability to generalise these findings to everyday contexts is questioned, although to
understand memory and isolate the concerned aspects of memory :


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