1. Describe and evaluate the Levels of Processing framework (theory) of memory (Craik and Lockhart, 1972)
Be able to describe and evaluate the experiment which supports the framework.
This was conducted by Craik & Tulving (1974)

2. Craik & Tulving Levels of processing (1975)

3. Standardised Instructions
Write yes in the top left hand corner of a sheet of paper
Write no in the top right hand corner of the same sheet
You will see a slide with a question followed by another slide with a one word answer.
Point to the correct answer (yes if correct or no if incorrect) on your sheet
The next is an example of the type of question.

4. Is this word written in lowercase letters?

5. apple

6. Does the word fit the sentence
‘ I use a ……… to write with’

7. pen

8. Ok ready to start?

9. Is the word in capital letters?

10. FIELD

11. Does the word fit the sentence ‘..........’ is a type of pudding’?

12. Rice

13. Is the word written in green ink?

14. dance

15. Does the word rhyme with
‘lush’ ?

16. BRUSH

17. Does the word fit the sentence ‘Bees make .........?

18. HONEY

19. Does the word fit the sentence ‘I go to ……. when it is late’ ?

20. lamp

21. Does the word rhyme with word yellow?

22. POOL

23. Does the word rhyme with
‘trunk’ ?

24. twig

25. Does the word fit the sentence ‘please shut the ………….’ ?

26. CLAW

27. Is the word in lower case letters?

28. sheet

29. Does the word rhyme with ‘ship’?

30. SOAP

31. Does the word fit the sentence ‘the …….. gives us medicine.’

32. NURSE

33. Is the word in lower case letters?

34. GLOVE

35. Does the word rhyme with ‘goose’

36. juice

37. Is the word in capital letters?

38. daisy

39. Thank you. That completes this part of the study

40. Now answer these maths questions
7x9
12x11
4x6
13x5
8x7
4x4

41. How did you do?
7x9
12x11
= 63
=132
4x6
13x5
=24
=65
8x7
4x4
=56
=16

42. You’re ability to retrieve this information will now be tested
Either recall all the target words (free recall)
or put a tick by all the target words you recognise on the list max 15 (recognition task)
What experimental design is this?
What is the weakness with this design?
How was this weakness overcome?

43. What kinds of questions were you asked?
Is the word written in lower case or capitals, is it written in red or green?
Does the word rhyme with…….?
Does the word fit in the sentence…….? Or is it a type of …..?

44. Shallow = structural/visual Middle level = phonemic/phonetic
3 levels of processing
Shallow = structural/visual
Middle level = phonemic/phonetic
Deep level = semantic

45. Write a hypothesis for this experiment
What did Craik and Tulving expect to find?
Would they have used a one tail or two tail hypothesis?
IV= Type of question
DV = Number of words recalled
Now write the null hypothesis

46. Structural Phonemic Semantic field brush rice dance pool honey sheet
twig
nurse
glove
juice
lamp
daisy
soap
claw

47. Design Having collected data – is the design independent or repeated?
Although C & T had many conditions…look this up as part of your homework…
Design = repeated measures as the conditions are the 3 levels of processing
Shallow = structural/visual
Middle level = phonemic/phonetic
Deep level = semantic

48. Collect scores from 3/4other people – you need 4 x free recall and 3 x recognition scores
Work out a measure of central tendency (the mean) for each condition
The mean number of words recognised
Condition a) structural/visual
Condition b) auditory/phonemic
Condition c) Semantic
Do your results support the LOP model of memory? Look at NLN materials next

49. Visually represent your data
How will you present your findings?
What kind of graph would work best?
Always go for the simplest visual presentation
Can you identify any weaknesses with the experimental design?

50. Describe and evaluate the Levels of Processing framework for memory research (Craik and Lockhart, 1972)
and one other theory or model of memory (other than cue dependent theory).
Suitable examples:
reconstructive memory (Bartlett, 1932)
multi-store model of memory (Atkinson & Shiffrin, 1968)
working memory (Baddeley & Hitch, 1974)
spreading-activation Model of Semantic Memory (Collins & Loftus, 1975).

51. Describe and evaluate in detail Godden and Baddeley’s (1975) study of cue dependent forgetting/memory
and one other study of memory or forgetting in the Cognitive Approach. This must be selected from the following:
Peterson & Peterson (1959) Suppression of rehearsal and the role of interference
Craik and Tulving (1975) Levels of processing
Ramponi et al (2004) Levels of processing effects on involuntary or implicit recall and age.