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2.3 Studies
Classic study
2.3.1 Baddeley (1966b) Working memory model: The influence of
acoustic and semantic similarity on long-term memory for word
sequences.
What was the aim of Baddeley (1966b) study?
The aim of the study is to see if LTM was like STM or more specifically, to see
if in LTM acoustic similarity of words would lead to more memory impairment
than would semantic similarity in words.
studies of STM show that acoustic similarity in words leads to worse recall
than semantic similarity in words.
What was the procedure for experiment 3 Baddeley (1966b)?
The four lists from experiment 1 were used: list A (similar acoustic sounding
words), list B (not similar acoustically), list C ( semantically similar) and list D
(not semantically similar). Different participants did each list. Each list of 10
words were presented via a projector, at a rate of one word per 3 seconds in a
correct order. and then the were asked to read out 8 numbers which were then
written down and this was done six times. they were then asked to recall the
word list in one minute by writing down the sequence in the correct order. This
was repeated over 4 learning trials. After the four learning trials, the groups
were given a 15 minute interference task involving copying down a sequence
of 8 digit sequences at their own pace. For all 4 lists, condition Y from
experiment 2 was used, where there was a task in between the presentation of
the lists and recall for each trial. This was done as an interference, to block the
effects of STM so that it ensures that LTM is used to recall the words from the
lists.
2.3 Studies 1
, After the interference task, the groups were given a surprise retest of the word
lists.
What were the results for the experiment?
For acoustically similar words, neither groups showed forgetting between trial
4 and recall. The re-test score is not significantly different for either
conditions.
What is the conclusion?
it was found that LTM is affected by semantic similar sounding words but not
by acoustic similarities. this is different from what is founded in STM. The
results show that in LTM learning was affected by the meaning of words more
than the same sounding of words. this is evidence that LTM uses semantic
coding.
Strength?
-Used careful controls and experimental design: so finding are more likely to
show cause and effect, controls include timing how long a stimuli is visible for
and having the same interference task as in experiment 2
-Reliability: he repeated some of the conditions and could show similar results,
thus results have been reliable.
-Baddeley's findings rely on there being an LTM and STM separation in the
brain, that is accepted by other theories. Baddeley’s research is built upon and
extended from previous research such as he took the idea that STM uses
acoustic coding to test to see if LTM similarly uses acoustic coding.
-Sample included both men and women meaning that it is representative and
we are able to generalise the results.
weaknesses?
2.3 Studies 2
2.3 Studies
Classic study
2.3.1 Baddeley (1966b) Working memory model: The influence of
acoustic and semantic similarity on long-term memory for word
sequences.
What was the aim of Baddeley (1966b) study?
The aim of the study is to see if LTM was like STM or more specifically, to see
if in LTM acoustic similarity of words would lead to more memory impairment
than would semantic similarity in words.
studies of STM show that acoustic similarity in words leads to worse recall
than semantic similarity in words.
What was the procedure for experiment 3 Baddeley (1966b)?
The four lists from experiment 1 were used: list A (similar acoustic sounding
words), list B (not similar acoustically), list C ( semantically similar) and list D
(not semantically similar). Different participants did each list. Each list of 10
words were presented via a projector, at a rate of one word per 3 seconds in a
correct order. and then the were asked to read out 8 numbers which were then
written down and this was done six times. they were then asked to recall the
word list in one minute by writing down the sequence in the correct order. This
was repeated over 4 learning trials. After the four learning trials, the groups
were given a 15 minute interference task involving copying down a sequence
of 8 digit sequences at their own pace. For all 4 lists, condition Y from
experiment 2 was used, where there was a task in between the presentation of
the lists and recall for each trial. This was done as an interference, to block the
effects of STM so that it ensures that LTM is used to recall the words from the
lists.
2.3 Studies 1
, After the interference task, the groups were given a surprise retest of the word
lists.
What were the results for the experiment?
For acoustically similar words, neither groups showed forgetting between trial
4 and recall. The re-test score is not significantly different for either
conditions.
What is the conclusion?
it was found that LTM is affected by semantic similar sounding words but not
by acoustic similarities. this is different from what is founded in STM. The
results show that in LTM learning was affected by the meaning of words more
than the same sounding of words. this is evidence that LTM uses semantic
coding.
Strength?
-Used careful controls and experimental design: so finding are more likely to
show cause and effect, controls include timing how long a stimuli is visible for
and having the same interference task as in experiment 2
-Reliability: he repeated some of the conditions and could show similar results,
thus results have been reliable.
-Baddeley's findings rely on there being an LTM and STM separation in the
brain, that is accepted by other theories. Baddeley’s research is built upon and
extended from previous research such as he took the idea that STM uses
acoustic coding to test to see if LTM similarly uses acoustic coding.
-Sample included both men and women meaning that it is representative and
we are able to generalise the results.
weaknesses?
2.3 Studies 2
