Levels of processing theory - Craik and Lockhart (1972). L.O. To develop an understanding and the level of processing theory of memory and one key study in support of this model.

Discuss What is wrong with the MSM model of memory in your opinion? Is there some things that it doesn’t help explain? You can relate this to personal experiences if this helps.

Craik and Tulving (1975) craik and tulving experiment.ppt

Craik and Tulving (1975) Write me: I.V. (operationalise?) D.V. (operationalise?) One tailed Two tailed Null

Craik and Lockhart (1972) Aims to explain why some things are better remembered than others. They originally proposed that there are two different ‘levels of processing’ Type 1 (maintenance rehearsal) – maintaining the information in the same form, this does not leave a trace, so there is no memory of this material. Type 2 (elaborative) – refers to a deeper consideration of the material, often giving it meaning, and is more likely to result in a more durable memory being made. How well a piece of information is remembered depends on how it is processed. Memory is not a ‘thing’ as such but a by-product of the general processing of information in the mind.

Craik and Lockhart (1972) They went on to suggest three levels at which information is processed. These are: Structural processing, i.e. processing information about what things look like. Phonetic processing, i.e. processing information about what something sounds like. Semantic processing, i.e. processing information about what it means.

Complete Craik and Tulving (1975) Aim - Procedure – Findings – use the figures for results from the thin AS Psychology book (17, 36 and 65%) for recognising words from a list. Conclusions -

Question (taken from Jan, 2009) 14 (a) You will have learned about one of the following studies in detail from the Cognitive Approach: Peterson and Peterson (1959) study of the role of interference Craik and Tulving (1975) study of levels of processing Ramponi et al (2004) study of age and levels of processing Describe one study from the list. (5) (b) Outline one strength and one weakness of the study you described in (a). (4)

GRAVE

‘A’ is for Application This explanation of memory is useful in everyday life because it highlights the way in which elaboration, which requires deeper processing of information, can aid memory. Three examples of this are. • Reworking – putting information in your own words or talking about it with someone else. • Method of loci – when trying to remember a list of items, linking each with a familiar place or route. • Imagery – by creating an image of something you want to remember, you elaborate on it and encode it visually (i.e. a mind map). The above examples could all be used to revise psychology using semantic processing (e.g. explaining memory models to your mum, using mind maps etc.) and should result in deeper processing through using elaboration rehearsal.  Consequently more information will be remembered (and recalled) and better exam results should be achieved.

Nyberg (2002) Brain scanning – they showed that when material is semantically processed, there is more brain activity than when it is more shallowly processed. This extra brain activity may equate to deeper processing.

Reber et al. (1994) Showed that the emotional content of words affected recall independently of the depth of processing. This suggests that LOP is not a complete explanation for how memory works.

http://www.channel4.com/programmes/the-boy-who-cant-forget/on-demand/53032-001