1. Topic 2 – Cognitive Psychology
Lesson nine – Classic Study Baddeley (1966b)

2. Recap What is reconstructive memory? Define the word schema.
What are the three levels of distortion that provided an explanation for the mistakes made during the WOTG study?
Provide one strength of reconstructive memory
Provide one weakness of reconstructive memory

3. LO: Describe and evaluate the classic study

4. What is acoustic similarity?
What is semantic similarity?

5. Acoustically Similar

6. Semantically Similar

7. Semantically dissimilar

8. Acoustically dissimilar

9. AIM

10. Class experiment… I am going to show you a list of ten words.
When I ask you to recall you must recall them in the correct order.
Ready?
Miss Guy

11. Class experiment…
Man
Can
Cat
Map
Mad
Pan
Lad
Pat
Sat
Pad
List A:

12. Recall

13. Pit
Few
Cow
Mat
Act
Pig
Fry
Lay
Pip
Rot
List B:

14. Great
Big
Wide
Broad
Bulky
Huge
Hefty
Weighty
Large
Fat
List C:

15. Good
Bottle
Huge
Deep
Late
Pretty
Pencil
Okay
Chair
Toilet
List D:

16. These words are acoustically similar.
Going back…
Man
Can
Cat
Map
Mad
Pan
Lad
Pat
Sat
Pad
List A:
These words are acoustically similar.

17. These words are acoustically dissimilar.
Going back…
Pit
Few
Cow
Mat
Act
Pig
Fry
Lay
Pip
Rot
List B:
What do you notice?
These words are acoustically dissimilar.

18. These words are semantically similar.
Going back…
Great
Big
Wide
Broad
Bulky
Huge
Hefty
Weighty
Large
Fat
List C
What do you notice?
These words are semantically similar.

19. These words are semantically dissimilar.
Going back…
List D
Good
Bottle
Huge
Deep
Late
Pretty
Pencil
Okay
Chair
Toilet
What do you notice?
These words are semantically dissimilar.
Miss Guy

20. What do your findings suggest?

21. Why was an interference task used?
Blocking STM affects learning and recall also affects re-test after 15 minutes (encoding into LTM).

22. Differences between class task and original study – make a list

23. What do these results mean? In pairs, discuss.
Findings…
When participants were recalling from LTM, recall was much worse for semantically similar words than for semantically dissimilar words
Recall from LTM was the same for acoustically similar and acoustically dissimilar words
Words with similar sounds were much harder to recall using STM than words with dissimilar sounds
Similarity of meaning had only a very slight detrimental effect on STM
What do these results mean? In pairs, discuss.
Miss Guy

24. Experiment 3: results
Acoustically similar list: no significant differences.
Semantically similar list: control list significantly better recall.

25. Experiment 3: conclusion
Learning of word sequences impaired by semantic similarity
LTM based on semantic encoding
Transferral to the LTM involves an intermediate stage where material is in STM. This was shown by greater difficulty in learning list in Expt 3 when STM is minimised.
Previous studies suggest STM based on acoustic encoding
LTM and STM affected differently by different types of coding
Overall conclusion, LTM is different from STM

26. Discussion
We can see that the LTM encodes semantically. As the pps in experiment 3 struggled to maintain the semantically similar list of words in their LTM (maximum percentage of words correct 58% compared to the control list 90%). This was also compared to the acoustically similar words, which pps managed to successfully recall from LTM (max 82%)

27. Design What is the design used in this experiment?
Independent groups – Different people had different lists to remember. Scores on the four lists were compared
Repeated measures –Scores from the test compared to their re-test scores. Scores being compared were from the same participants (original and re-test).

28. How did Baddeley analyse his results?
Using the document on the learner space (Identifying statistical tests) identify which test Baddeley used
Explain why
Exam question: Using one of the studies you have covered in cognitive psychology, explain one way the results were analysed (3 marks)
Identify the test
Type of data – examples
Design
Significance of results (P<0.05)

29. Baddeley (1966b) Classic Study
In pairs, brainstorm evaluation points
Baddeley (1966b) Classic Study

30. Evaluate Baddeley’s (1966) study (8 marks)
Identify the strongest evaluation point and the order you are going to use
10 minutes – to complete
4 marks AO1
4 marks A03 – 3 evaluation points using GRAVE and PEC

31. Test yourself Quiz on Baddeley (1966b)