Describe and evaluate the Levels of Processing framework (theory) of memory (Craik and Lockhart, 1972) Be able to describe and evaluate the experiment.

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Presentation transcript:

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)

Craik & Tulving Levels of processing (1975)

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.

Is this word written in lowercase letters?

apple

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

pen

Ok ready to start?

Is the word in capital letters?

FIELD

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

Rice

Is the word written in green ink?

dance

Does the word rhyme with ‘lush’ ?

BRUSH

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

HONEY

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

lamp

Does the word rhyme with word yellow?

POOL

Does the word rhyme with ‘trunk’ ?

twig

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

CLAW

Is the word in lower case letters?

sheet

Does the word rhyme with ‘ship’?

SOAP

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

NURSE

Is the word in lower case letters?

GLOVE

Does the word rhyme with ‘goose’

juice

Is the word in capital letters?

daisy

Thank you. That completes this part of the study

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

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

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?

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 …..?

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

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

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

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

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

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?

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).

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.