IB Psychology Cognitive ATB Studies | 2023/24

IB Psychology Cognitive ATB Studies | 2023/24 Peterson and Peterson (1959) - Lab experiment 24 participants Had to recall trigrams (meaningless 3-consonant combo) To prevent recall, participants were given a distraction task where they had to count backwards from a specified number in 3s or 4s. This distraction task varied in intervals (3, 6, 9, 12, 15, or 18 seconds) Results: The longer the delay, the less trigrams were recalled 80% of trigrams were recalled after a 3 second delay Less than 10% were recalled after an 18 second delay Conclusions: Showed that the longer it takes to recall, less was retained The distraction task served to prevent rehearsal in order to stop encoding Glanzer and Cunitz (1966) - A: tested the hypothesis that short term memory and long term memory are two separate stores in a free recall experiment P: 240 army enlisted men presented with a list of 15 words to memorize 2 main variables -presentation rate -repetition of items on list Experiment 1 -Tried to change shape of serial position curve by affecting the efficiency of LTM- Should increase primacy effect 5 main experimental treatments by 2 variables -spacing- single (3 sec), double (6 sec), and triple (9 sec) -number of presentation (repetition of items) Results: More spacing increased primacy effect -longer spacing--> increases memory -Allows more time for rehearsal Experiment 2 -Tried to change recency effect Variables -Free recall -Delayed recall with distraction task Results: The longer the recall was delayed, the worse recency effect was F: P's recalled primacy and recency of list better,- serial reproduction curve C: primacy words stored differently to recency words, so separate memory stores E: well controlled, all male participants of 1 profession, lacks ecological validity- not everyday memorization SO: provides evidence for the MSM, both for IFR and DFR: primacy effect shows LTS and recency effect shows STS Craik and Tulving (1975) - Aim: to investigate how deep and shallow processing affects memory 20 college students present with a list of 60 words, one at a time, then asked one of three questions that required different depths of processing shallow/structural - word in all caps or lowercase? auditory/phonemic - does it rhyme with weight? semantic - does it fit into the sentence? then given a list of 180 words and asked to identify which they had been shown Shallow - 18% Auditory - 72% Semantic - 96% Shows higher recall for semantic processing Supports levels of processing model of memory Landry and Bartling (2011) - Aim: to investigate if articulatory suppression would influence recall of phonologically dissimilar letters in serial recall Hypothesis: accuracy of serial recall would be higher in the control group 34 undergraduate psych students Experimental group- saw list of letters while saying "1" & "2" (articulatory suppression task) until recall Control group had no task and just saw the letters for five seconds and waited five seconds before filling out answer sheet 10 list with series of 7 random letters, answer sheet with 7 blanks (practice test shown to participants prior to experiment) Results: Scores of experimental group were much lower than the control group Mean % of accurate recall -Control: 76% -Experimental: 45% Standard deviation were nearly identical Data was statistically significant Supports prediction of working memory model -Disruption of phonological loop through articulatory suppression --> less accurate memory by preventing rehearsal with overload Bartlett (1932) - A: See how memory of a story is affected by previous knowledge (i.e. schema) H: Memory is reconstructive and people store & retrieve info according to expectations formed by cultural schemas P: Used serial production by telling British participants an unfamiliar, Native American story- War of Ghosts- R: P's changed story as they tried to remember it: distortion (assimilation, leveling and sharpening), but participants did remember the overall theme C: Remembering is an active process, where information is retrieved and changed to fit into existing schemas to create meaning in the information- supports the reconstructive theory of memory and schema theory E: Lab study (eco. validity), non-rigorous methodology Bransford and Johnson (1972) - Participants were given a passage about laundry with many different experimental variations to test the role of schemas in interpretation of information Measured comprehension (likert scale) and recall (written) Experiment 2 -There were three conditions- no topic, topic before, topic after -Results showed that the topic before group had higher comprehension and recall and that the topic after & no topic had similar results Experiment 3 -Topic after & topic before -Results- topic before had higher comprehension and recall than topic after