MSM Vs LOP H/W

Craik & TulvingStudy of 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

• 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:

Example

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

Example

pen

Ok ready to start?

Is the word in capital letters?

FIELD

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

fence

Does the word fit the sentence

‘ I ……… because I like being active’

dance

Does the word rhyme with

‘lush’

BRUSH

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

HONEY

Does the word fit the sentence

‘I go to ……. When it is late’

lamp

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

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 fit the category ‘part of a ship’?

mast

Does the word rhyme with ‘noose’

juice

Is the word in capital letters?

daisy

• Thank you. That completes this part of the study

Now answer these maths questions

How did you do?

• On the next slide you will see all the target words used.

• Write down as many as you can remember.

capitals rhyme category sentence

field brush honey nurse

daisy soap pool claw

sheet juice mast dance

glove twig fence lamp

Which of these was on the first slide? Check how many you got.

Which were structural (shallow), phonemic (intermediate), semantic (deep)?

All notes to be taken on worksheet

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.

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.

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.

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?).

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?

Results:

Proportion of words recognised correctly for answers ‘yes’ or ‘no’ to the 5 questions

Level of processing from shallow (1) to deepest (5)

To some up:

What do these results mean?

TO SUM UP - Percentage of words recalled

when processed …

Structurally18%Phonetically50%

Semantically 80%

Conclusion:

• What exactly does this study prove?• Consider what the conclusion of the study is

and write it down.

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.

Evaluation task:

• Complete the grave task & discuss

Strengths

Weaknesses

Quick re-cap quiz

• These are all 1 mark questions even if there are several tasks!

• 1) What does AP_C stand forAim – 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?

• 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?

• 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)

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

variable

• 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)

• 6) is this a single blind or a double blind? • The 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

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

• 1

• 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

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