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IB Psychology 12.11.17

IB Psychology 12.11.17. Turn in : Nothing Take out : Notes, notes, notes Today’s Learning Objectives : Evaluate two models or theories of one cognitive process. Discuss, with reference to relevant research studies, the extent to which one cognitive process is reliable. Today’s Agenda:

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IB Psychology 12.11.17

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  1. IB Psychology 12.11.17 Turn in: Nothing Take out: Notes, notes, notes Today’s Learning Objectives: Evaluate two models or theories of one cognitive process. Discuss, with reference to relevant research studies, the extent to which one cognitive process is reliable. Today’s Agenda: Friday Take 2: 3.4-3.5 More Internal Assessment! Tips for Discussion… HW: Discussion piece by Friday Celebrate knowledge of 3.1-3.5 ONLY on Thursday! You will NOT want to miss it!

  2. Writing better discussions

  3. Discussions Discuss the data. Were there outliers? What accounts for the nature of the data?

  4. Discussions Compare the findings of the study to the original. What might account for the differences?

  5. Discussions Do not write about researcher error. If there is a mistake, redo the experiment.

  6. Discussions Discuss the limitations of the design, materials and procedure. Do not focus on the sample group.

  7. Discussions Discuss how limitations of the design, material and procedure could be addressed in a future replication.

  8. Discussions End the discussion with a statement of conclusion that reflects the aim and addresses the target population.

  9. 3.4-3.5 Our cognitive process will be memory. Some rather simple thoughts on the concept first…in terms of schema Boom! Learning Outcomes: Discuss, with reference to relevant research studies, the extent to which one cognitive process is reliable. Evaluate two models or theories of one cognitive process. Information Processing Can you wreck a nice beach? BOMB

  10. 3.4-3.5 Our cognitive process will be memory. Some rather simple thoughts on the concept first…in terms of schema Schema Processing Learning Outcomes: Discuss, with reference to relevant research studies, the extent to which one cognitive process is reliable. Evaluate two models or theories of one cognitive process. Can you wreck a nice beach? Uh, yes. I can recognise speech.

  11. Bartlett (1932) • War of the Ghosts • When recalled by UK ppt’s: • Shorter • Less detailed • Some details changed (e.g. seal hunting changed to fishing) • More ‘Western’ structure

  12. Allport and Postman (1947) Which man had a “weapon?”

  13. Allport and Postman (1947) • Showed ppt’s a picture of a black man and a white man in an argument. • White ppt’s incorrectly remembered the black man as the the one who was holding the cutthroat razor.

  14. Allport and Postman (1947)

  15. Inaccuracies in memory Memories are reconstructive (Bartlett 1932 and Allport and Postman 1947) because information processing is schema driven.

  16. Why does this matter? • The reliability of memory has interested psychologists due to its repercussions within the legal system. • Court cases are especially dependent on the reliability of eyewitness testimony (EWT) • In the USA (1990’s) the “Innocence project” has helped to overturn the wrongful convictions through faulty EWT of 220 men (by 2008).

  17. Factors that affect EWT Leading questions: This is a question that contains hints about what the right/desired answer should be. • Key study: Loftus and Palmer 1974 • Another key study: Yuille & Cutshall (1986) • Seems to contradict Loftus and Palmer…

  18. The Three Processes of Memory (what has to happen in order for a memory to be formed and remembered) Encoding Retrieval Taking information / stimulus from environment and programming it into our brains. Stimulus is usually visual (iconic) , but it can be sound (echoic/acoustic) and smells etc. It can then be programmed or ‘encoded’ into our brains as iconic or echoic or acoustic encoding Recalling by using ‘cues’ to remember items you have stored. People may do this differently. Storage Once information is encoded it has to be stored until it is required at a later time.The length of time the information is stored is the store’s DURATIONand how much information can be stored is its CAPACITY

  19. Multi-Store Memory Model By Atkinson & Shiffrin (1968) Environment Rehearsal Long Term Memory Coding Coding Sensory Stimuli Sensory Memory Attention Short Term Memory Coding Retrieval Loss via displacement or decay if not rehearsed If not attended to information is lost

  20. DETAIL: Sensory Memory Store: • Temporary storage of information stimulus taken in…. • Visual encoding (iconic) • Auditory encoding (ecohic/acoustic) • Probably others as well (smell – chemical) • Capacity: Very large • Duration: Very short • about 250 ms. for iconic (visual) • 1-2 sec. for acoustic (sound) • Forgetting:Information can be lost (storage failure) because oflack or diversion of attentionremember the gorilla experiment!

  21. Detail: Short Term Memory (STM) • Capacity: Small: 7 plus or minus 2 units or ‘chunks’ (Miller, 1956) Chunk: a meaningful unit Examples: • A group of letters (FBI) • A group of words (Four score and seven years ago) • Let us recreate Miller’s experiments now. • Duration: Short:20-30 seconds without rehearsal (Peterson & Peterson, 1959) • Encoding: mainly echoic/acoustic (by sound) • Forgetting due to displacement and trace decay. (storage failure)

  22. Detail: Long Term Memory (LTM) • Capacity: Potentially Infinite • Duration: A lifetime (decades) • Encoding: Organized by meaning (semantic) • Forgetting: cue dependant retrieval failure and interference unlikely to be much decay • Procedural Memory: habits and motor skills, conditioned or practiced • Declarative Memory: Memory for semantic knowledge (facts) and personal experiences (episodic)

  23. Recency Effect Primacy Effect • First items in a list are remembered better than items in the middle • The last items in a list are remembered better than items in the middle, if tested immediately • This primary-recency or serial position effect is evidence for the MSM model.

  24. Brain Damage Patient Studies H.M. Further supporting evidence for MSM model • H.M. became unable to form new memories after surgical removal of the hippocampus (so no STM) • Still able to acquire procedural information (he learned a mirror writing skill. Can you explain this?) • He was still able to access his original long term memories but not able to form new ones. • This is evidence for the multi-store model in that it shows LTM and STM storage areas are in different locations.

  25. Summary of Multi Store Memory Model Components

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