Case Studies Flashcards
Craik and Lockhart (Memory)
levels of processing - Lists of words
Evaluation:
1. Doesn’t explain why deeper levels of processing helps memory
2. Ecological validity - Realistic tasks aren’t list of words
LEVELS OF PROCESSING
AIM: To see if the type of questions asked affects recall
METHOD: Presented with a list of words, asked questions either semantic, structural, phonetic
RESULTS: 70% semantic, 35% phonetic, 15% structural
CONCLUSION: More deeply we think, more likely to remember
Murdock (Memory)
Multi-store - Lists of words
Evaluation:
1. Everything we learn doesn’t have to be rehearsed: life events
2. Ecological validity - Realistic tasks aren’t list of words
MULTI STORE MODEL STUDY
AIM: To provide evidence to support the multi store model
METHOD: Participants had to learn a list of words presented one at a time, then recall words in order
RESULTS: Words at start (Primacy) were recalled and at the end (Recency)
CONCLUSION: Evidence for long & short term
Bartlett (Memory)
Reconstructive memory - War of Ghosts
- War of ghosts is a confusing story
- Not similar to everyday experiences
Underwood & Postman (Memory)
Interference - Pairs of words
Godden & Baddeley
Context - Underwater testing
AIM: People who learn and recall in same place will recall more info
METHOD: Deep sea divers, 4 groups.
RESULTS: Groups 1 and 3 recalled 40% more words than 2 and 4
CONCLUSION: Recall of information will be better if learnt in same place
Loftus & Palmer
Eyewitness Testimony - Leading questions
Evaluation:
1. Watching films not the same as real-life experiences
2.Other factors that cause Eyewitness to be unreliable
EYE WITNESS TESTIMONY
AIM: See if leading questions affect recall
METHOD: Shown films of car accidents. Used “hit” or “smashed”
RESULTS: Those who heard “smashed” estimated a higher speed than those who heard “hit”
CONCLUSION: Leading questions can affect recall. “Smashed” led participants to believe the car was going faster
Interference
AIM: To see if new learning affects previous learning
METHOD: One group asked to learn one list. Another learnt two lists. Then asked to recall first list
RESULTS: The second group had more difficulty recalling info than the first
CONCLUSION: New information can hinder accuracy
Brain Damage
Patient had 2/3 of hippocampus removed. Unable to learn new info. Shows hippocampus is crucial to learning new information.
Eyewitness Testimony - Unfamiliar faces
AIM: To see if familiarity affects the accuracy of identifying faces
METHOD: Psychology lecturers caught on camera. Participants asked to identify faces.
RESULTS: More lecturers made more correct identifications than police officers
CONCLUSION: Previous familiarity helps identifying faces
Verbal Communication
AIM: To see if tone of voice has an affect when interpreting verbal message
METHOD: Listened to friendly or hostile messages in friendly or hostile tone of voices.
RESULTS: Found tone of voice had 5 times affect of message
CONCLUSION: Tone of voice is very important
Eye Contact
AIM: To see if interrupting eye contact affects conversation
METHOD: In conversation participants wore dark glasses.
RESULTS: More interuptions when glasses were worn
CONCLUSION: Eye contact is important to the flow of conversation
Facial Expression
AIM: To see the relationship between the brain and facial expressions
METHOD: Pictures of peoples faces showing different emotions. New pictures were created from halves and shown to participants
RESULTS: Liked more of left face & reflection. Looked ‘warmer’.
CONCLUSION: The left side of the face seems to express emotion
Posture
AIM:To see the effect of open/ closed posture when having a conversation
METHOD: In half of conversations confederate had open posture, second half closed.
RESULTS: Participants saw open as friendly, attractive. Closed as unfriendly and unattractive
CONCLUSION: Posture makes a difference to likeability
Gestures
To see effect of gestures on waiters on tipping behaviour.
METHOD: Waiters stood or squatted down near the customer. SQUATTING = MORE EYE CONTACT
RESULTS: Larger tips for those who squatted
CONCLUSION: Gestures have a positive effect on tipping
Touch
AIM: Effect of touch on people’s attitudes
METHOD: Females were handed books. Some were briefly touched, some weren’t
RESULTS: Students touched have more +ve view, but weren’t aware of being touched
CONCLUSION: Touch has an unconcious and positive effect on attitudes