classic study- Baddeley (pack 2)

Question 1

What is the title of Baddeley’s study?

Answer 1

the influence of acoustic and semantic similarity on LTM for word sequences

Question 2

what did he want to find out?

Answer 2

whether LTM and STM were different or whether memory was more of a continuum

Question 3

How did Baddeley test both types of memory with the same technique

Answer 3

By taking an established phenomenon of STM and attempting to reproduce in the LTM

Question 4

what was the aim of the study?

Answer 4

to investigate the influence of acoustic and semantic word similarity on learning and recall in STM and LTM

Question 5

what was the sample in Baddeley’s study like?

Answer 5

72 men and women recruited from the applied psychology unit subject panel at Cambridge university

Question 6

what were the four word lists used?

Answer 6

1. acoustically similar- man, cab, can, cad
2. acoustically dissimilar words- pit, few, cow, pen.
3. semantically similar words- great, large, big, huge
4. semantically dissimilar words- good, huge, hot, safe

Question 7

what was some of the procedure for this study?

Answer 7

1. 10 words were presented to ppt on a projector for 3 seconds each (2 second slide changeover time)
2. tasking involving STM for six tasks. Sequences read out at 1 second rate and ppt were given 8 secs to write out
3. allowed 1 min to write word list in order (memory test)
4. after doing above 4 times, ppt completed a task of copying eight-digit sequences at own pace. This was an interference task (minimise STM during learning)
5. LTM- attempted to recall in order, surprise retest, the words were visible throughout experiment as it was a test of sequence not memory

Question 8

results for acoustically similar?

Answer 8

similar list harder during early learning. Did not show ev. of forgetting.

Question 9

results for semantically similar?

Answer 9

showed slower learning

did not show any signs of forgetting

on retest, performance poorer than control

Question 10

general results?

Answer 10

in all groups, what was learned was retained for at least 15 mins

LTM based on meaning of words or the sound

STM has an influence on acoustic encoding

Question 11

two conclusions of this study?

Answer 11

PPT found it harder to recall list A (acoustic similar), suggests STM largely acoustic

although study shows STM acoustic cues are important whereas in LTM semantic cues may be used instead

Question 12

3 strengths of Baddeley’s study?

Answer 12

1. Lab experiment- control extraneous variables and see cause and effect link between the IV (type of word list) and DV (sequential order of word lists) increases internal validity
2. standardised procedures- same word lists for each condition…increases reliability
3. same equipment used- projector showing the words and were visible (reduces situational variables) high in scientific credibility

Question 13

2 weaknesses of Baddeley’s study?

Answer 13

1. low ecological validity- tasks lack mundane realism, remembering a sequence is artificial
2. reductionist- reduced memory to recall the order of a list of 10 words and doesn’t take into account the complex working of the memory