MSM Vs LOP H/W

1. MSM Vs LOP H/W

2. Craik & TulvingStudy 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. 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?).