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. Acoustically dissimilar

7. Semantically Similar

8. Semantically dissimilar

9. APRC of study using resources

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

11. 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

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

13. Experiment 3: conclusions
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

14. 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%)

15. 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).

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

17. H/W Evaluation - GRAVE

18. 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)

19. Test yourself Quiz on Baddeley (1966b)

20. Experiment 3
Who?
Mixed men and women from APRU subject panel. Approx 20 per group.
What?
4 lists, one per group, from Expt 1. Method as Expt 2Y: four lots of (presentation/distraction/test)
When?
1966
Where?
Lab; Applied Psychology Research Unit, Cambridge
How?
Four trials of same list, words presented by slide projector. One word every 3 seconds, 2 seconds slide change.
40 seconds to write down the ten word list in order after each trial.
Each trial: Presentation/distraction/test. The distraction test was: 6 lots of an 8 digit sequence, one digit per second. 8 seconds to write down.
15min task of self-paced digits copying
Asked to write down the ten word list in order