1. MSM Vs LOP H/W

2. Craik & Tulving Study of 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 There will be 2 seconds between each answer slide (4 in between each question relating to that word). The next 2 slides is an example of the type of question:

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

5. Example pen

6. Ok ready to start?

7. Is the word in capital letters?

8. FIELD

9. Does the word fit the category ‘a type of pudding’?

10. fence

11. Does the word fit the sentence ‘ I ……… because I like being active’

12. dance

13. Does the word rhyme with ‘lush’

14. BRUSH

15. Does the word fit the category ‘a type of food’?

16. HONEY

17. Does the word fit the sentence ‘I go to ……. When it is late’

18. lamp

19. Does the word fit the category ‘a type of mineral’?

20. POOL

21. Does the word rhyme with ‘trunk’

22. twig

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

24. CLAW

25. Is the word in lower case letters?

26. sheet

27. Does the word rhyme with ‘ship’?

28. SOAP

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

30. NURSE

31. Is the word in lower case letters?

32. GLOVE

33. Does the word fit the category ‘part of a ship’?

34. mast

35. Does the word rhyme with ‘noose’

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 4x6 8x7 12x11 13x5 4x4

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

42. On the next slide you will see all the target words used. Write down as many as you can remember.

43. speech brush nurse robber fiddle twig claw juice singer rice floor glass lamp cherry mast sheet pool lane rose child daisy field dance pond copper soap honey boat glove bear fence cart

44. speech brush nurse robber fiddle twig claw juice singer rice floor glass lamp cherry mast sheet pool lane rose child daisy field dance pond copper soap honey boat glove bear fence cart

45. capitalsrhymecategorysentence fieldbrushhoneynurse daisysoappoolclaw sheetjuicemastdance glovetwigfencelamp Which of these was on the first slide? Check how many you got. Which were structural (shallow), phonemic (intermediate), semantic (deep)?

46. All notes to be taken on worksheet

47. Aim Craik & Tulving wanted to test the levels of processing (LOP) framework. They wanted to see if structural processing led to low recall, phonetic processing led to better recall and semantic processing led to the best recall.

48. Aim When referring to better recall they meant that the memory trace was durable – it would fade most quickly when material was structurally processed and least quickly with semantic processing. Craik & Tulving also wanted to investigate if semantic processing meant processing for a longer time.

49. Procedure They operationalised (measured) the shallow processing by asking participants to consider the structure of the words, such as whether the word was in upper or lower case letters. They operationalised intermediate processing by asking participants to consider whether the word rhymed with another word or not, which is phonetic processing. They operationalised deep processing by asking participants to answer questions based on considering the meaning of the word, which is semantic processing.

50. Procedure After all the questions had been answered, the participants were given an unexpected recognition task. 40 questions had been asked, so there were 40 words on the test condition; then the recognition tasks used 80 words and the participants had to say whether the words had been part of the task or not. Repeated measures design was used (what is this? What are the strengths & weaknesses?).

51. Results: Time taken to answer ‘yes’ or ‘no’ to 5 questions Level of processing from shallow (1) to deepest (5) What do these results tell us?

52. Results: Proportion of words recognised correctly for answers ‘yes’ or ‘no’ to the 5 questions Level of processing from shallow (1) to deepest (5)

53. To some up: What do these results mean? TO SUM UP - Percentage of words recalled when processed … Structurally18% Phonetically50% Semantically 80%

54. Conclusion: What exactly does this study prove? Consider what the conclusion of the study is and write it down.

55. Conclusion: Craik and Tulving’s research reinforces the levels of processing idea and shows that semantic processing leads to the best recall and also takes longer. It could be that the depth of processing leads to better recall, or that length of processing leads to better recall, or some combination of these issues.

56. Evaluation task: Complete the grave task & discuss

57. Strengths

58. Weaknesses

59. Quick re-cap quiz These are all 1 mark questions even if there are several tasks!

60. 1) What does AP_C stand for Aim – what did the psychologist want to do? Procedure – what did they do? Who did they do it to? Experimental design? Sampling method? Apparatus? Results – what did they find (raw data)? Conclusions – so what? What does it mean?

61. 2) What does GR_ _E stand for? Generalisability - can the findings be applied to the general population? Think about the sample, methods used & confounding variables. Reliability - can the procedure be replicated and are the findings consistent? Applications - do the findings have practical value? Think: So what? Validity - did the study test what it set out to? Can the findings be applied to everyday life (ecological validity)? Population validity (sampling). Ethics - with reference to the BPS ethical guidelines, how ethical was the study?

62. 3) Name three types of experiments Laboratory experiments – Highly controlled / artificial Field experiments – Controlled variables in a natural environment Quasi (natural) experiments – We have no control over the independent variable – it’s ‘naturally’ occurring (eg Gender)

63. 4) What does IV and DV stand for? Independent variable and dependent variable

64. 5) What type of variable is this: A variable that could affect the DV but has been controlled for so it doesn’t. (weather) Extraneous Variable (Confounding Variable: a variable that effects the DV - height)

65. 6) is this a single blind or a double blind? T he researchers (and those involved in the study) do not tell the participants if they are being given a test treatment or a control treatment. Single Blind

66. 7) How many conditions are an independent measures group in? 1, 2, 3? 1

67. 8) is this a 1-tailed hypothesis or a 2-tailed hypothesis? Participants who [do something] will be significantly [faster/better/quicker etc] at [something] than participants who [do something else]. A one tailed hypothesis as it specifies a directional relationship between groups

68. -9) Complete the missing words -Structural Processing: Appearance -Phonetic Processing: Sound -Semantic Processing: Meaning