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mnemonics

mnemonics. using between subjects designs. Learning Objectives. laboratory research on memory. Identify the Independent & Dependent variables To become aware of a between design  & random allocation of subjects. Today ’ s research – divide class now.

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mnemonics

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  1. mnemonics using between subjects designs

  2. Learning Objectives. laboratory research on memory. Identify the Independent & Dependent variables To become aware of a between design  & random allocation of subjects

  3. Today’s research – divide class now Google psychunn– Active Practicals – mnemonic Split class into two groups of participant/experimenter pairs Group 1 - Group 2 -

  4. Experimenter Instructions • Participants will see a number then a word (10 trials) • Then numbers will be randomly shown and the participant is asked to say which word was associated with it • This will happen 4 times (i.e., 4 blocks) • At the end, participants will be asked to recall as many of the 40 words as they can.

  5. Experimenter Instructions Data collection: • On your record sheet, write down each word as it appears (don’t let the participant see it!!) • After each Initial Recall trial, tick the box each time the participant gets the number-word association right • After the Final Recall trial, tick every word the participant gets right.

  6. How do we remember? • Ask experimenter to describe each condition. • Ask participant how they did it • Could they maintain the mnemonic? • What are the predictions? • Passive? • Active?

  7. Experimenter Instructions • Condition 1: Rote Rehearsal (Repetition of number and word) • Condition 2: Method of Loci (Associate items with landmarks on a journey)

  8. How do we remember? • Whole class together for next slide and show results

  9. results

  10. Consolidation Hypothesis • Hebb (1949) • If material is rehearsed long enough it is transferred to long-term memory (e.g., Ebbinghaus, 1885) • With time, rehearsal causes structural changes in the brain which are more or less permanent and ‘solid’ • Explanation of concussion (no rehearsal)?

  11. Level of Processing (LOP) Approach • Craik and Lockhart (1972) • Mere rehearsal is not enough to establish info in LTM • You are more likely to remember information which has been processed deeply or meaningfully • Difference between maintenance and elaborative rehearsal

  12. Mnemonics – elaboration/distinctiveness • See Baddeley and Lieberman (1980) or Eysenck • Using information already stored in LTM to make memorisation easier • Method of Loci (early Greeks) • Mentally associating items to physical locations • Peg-word Method • Associating items with mental ‘pegs’ already in memory e.g., rhyming numbers with a peg-word • Narrative Stories • Make up a story relating the items to one another

  13. Your results • Remember there are several different measures • Initial recall - should show the effect of the main IV - this is the principle result • Final recall - may also show the effect of the IV, but also can examine serial position effects (from graph) • You need to do some research to include relevant comparisons with the research

  14. Books • Any good memory book • E.g. • Michael Eysenck • Alan Baddeley • Open University

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