Download Specification - King Edward VI School

Cognitive Psychology Workbook
Name:
Group:
Exam Dates:
King Edward VI Psychology Department
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Contents
Specification ............................................................................................................................................ 3
Introduction to Cognitive Psychology ..................................................................................................... 5
Content – Memory .................................................................................................................................. 7
Multi-Store Model of Memory................................................................................................................ 9
Evidence for the Multi-Store Model: .................................................................................................... 10
Peterson & Peterson (1959) ................................................................................................................. 10
Other Evidence for the Multi-Store Model: Cases of Amnesia............................................................. 12
Evidence against the Multi-Store Model .............................................................................................. 13
Levels of Processing (LOP) Model of Memory ...................................................................................... 14
Evidence for Levels of Processing: ........................................................................................................ 15
Craik & Tulving (1975)* ......................................................................................................................... 15
More evaluation for Levels of Processing ............................................................................................. 17
Comparison: theories of memory ......................................................................................................... 18
Forgetting .............................................................................................................................................. 19
Cue-Dependent Forgetting ................................................................................................................... 20
Evidence for Cue Dependent Forgetting:....................................................................................... 21
Godden and Baddeley (1975)* ....................................................................................................... 21
More evaluation of Cue Dependent Forgetting.................................................................................... 23
Trace Decay ........................................................................................................................................... 24
Evaluation of Trace Decay..................................................................................................................... 25
Comparison: theories of forgetting ...................................................................................................... 26
Key issue – Eye Witness Testimony ...................................................................................................... 27
*denotes a key study that must be known in detail
King Edward VI Psychology Department
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Specification
1 – Definition of the approach
1a:
Define cognitive psychology showing understanding that the approach is about the
role of cognition/cognitive processes in human behaviour.
1b:
Define and use psychological terminology accurately and appropriately including the
terms: i information processing, ii memory, iii forgetting, iv storage, v retrieval.
2 – Methodology/How Science Works
2a:
Identify, describe and apply the following terms:i natural, laboratory and field
experiment, ii independent variable (IV) and dependent variable (DV), iii experimental
hypothesis, iv directional (one tailed) and non-directional (two tailed), v repeated
measures, matched pairs and independent groups design, vi operationalisation of
variables, vii counterbalancing, viii randomisation, ix order effects.
2b:
Describe and evaluate, including strengths and weaknesses, the experimental method
(laboratory, natural, field) in terms of:
i experimental control (including the effects of situational and participant variables), ii
objectivity, iii reliability, iv validity,
v experimenter effects, vi demand
characteristics.
3 - Content
3a:
Describe and evaluate the Levels of Processing framework for memory research (Craik
and Lockhart, 1972) and one other theory or model of memory (other than cue
dependent theory).
Suitable examples:
 reconstructive memory (Bartlett, 1932)
 multi-store model of memory (Atkinson & Shiffrin, 1968)
 working memory (Baddeley & Hitch, 1974)
 Spreading-activation Model of Semantic Memory (Collins & Loftus, 1975).
b Describe and evaluate the Cue Dependent Theory of Forgetting (Tulving, 1974) and
one other theory of forgetting.
Suitable examples:
 displacement
 trace decay
 interference theory.
4 – Studies in detail
4a:Describe and evaluate in detail Godden and Baddeley’s (1975) study of cue
dependent forgetting/memory and one other study of memory or forgetting in the
Cognitive Approach. This must be selected from the following:
 Peterson & Peterson (1959) Suppression of rehearsal and the role of
interference
 Craik and Tulving (1975) Levels of processing
 Ramponi et al (2004) Levels of processing effects on involuntary or implicit
recall and age.
King Edward VI Psychology Department
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5 – Key issues
5a:
Describe one key issue of relevance to today’s society and apply concepts, theories
and/or research (as appropriate) drawn from the Cognitive Approach to explain the
issue.
Suitable examples:
 flashbulb memory
 reliability of eyewitness testimony
 the use of the cognitive interview.
Note: in examination, students may be given stimulus material from a key issue to
explain using concepts, theories and/or research (as appropriate) from the Cognitive
Approach.
6 – Evidence of practice: short experiment
6a:
Devise and conduct one practical, which must be an experiment, to gather data relevant
to a topic covered in the Cognitive Approach for this course. This experiment must be
designed and conducted according to ethical principles.
Suitable examples:
 interference task on short-term memory
 levels of processing task
 state or context dependency forgetting task.
6b:
Comment on the research design decisions.
6c:
Collect, present and comment on data gathered including using measures of central
tendency (mean, median, mode), measures of dispersion (at least range), bar graph,
histogram, frequency graph as relevant.
Methods:
Note: students must be prepared to answer exam questions focused on practical work,
which will include questions about the practical exercises themselves and questions
about the general methodological issues that are specified for this particular unit. This
will include the following requirement:
Identify, describe and apply the following:
i natural, laboratory and field experiment, ii independent and dependent variables, iii
experimental (directional and non-directional) hypothesis, iv repeated measures,
matched pairs and independent groups designs, v control over participant and
situational variables, vi measures of central tendency, vii measures of dispersion (at
least range), viii bar graph, histogram and frequency graph as ways to present data
collected, ix experimenter effects and demand characteristics, x objectivity, validity,
reliability, xi operationalization, xii counterbalancing, randomisation, order effects.
King Edward VI Psychology Department
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Introduction to Cognitive Psychology
What is Cognitive Psychology
What are the assumptions of the cognitive approach?
History of the cognitive approach:
Applications of the cognitive approach:
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Glossary of terms
Information Processing
Memory
Forgetting
Storage
Retrieval
Structural processing
Phonetic processing
Semantic processing
Encoding specificity
principal
Complete the table with the definitions of the words listed and add any other words as you learn
more about the cognitive approach.
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Content – Memory
What is memory?
Why do we have memory?
What would life be like without memory?
Why is memory of interest to the police and courts?
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What is your 1st childhood memory?
When you have learnt more about memory you can assess your own memory – why is it likely to be
accurate or not?
In the space below draw a diagram of the front of the Hall. This shouldn’t be too hard, you see it
every day!
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Multi-Store Model of Memory
Atkinson & Shiffrin (1968)
Diagram
Description
Primary effect
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Recency effect
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Evidence for the Multi-Store Model:
Peterson & Peterson (1959)
Aim
Procedure
Findings
Conclusions
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Evaluation of Peterson & Peterson (1959)
GRAVE
Generalisability
Reliability
Application
Validity
Ethics
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Other Evidence for the Multi-Store Model: Cases of Amnesia
Amnesia caused by…
Effect on Memory
HM
Clive Wearing
Other studies that support the Multi-Store Model
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Evidence against the Multi-Store Model
There is some evidence that the Multi-Store model is too simplistic. For example, long term memory
can be split up into different sorts of long term memory.
Semantic
For example…
Episodic
For example…
Procedural
For example…
The case of Clive
Wearing could be
used as evidence
against MSM.
KF
Flash bulb
memories
Levels of
Processing
Use of lab
experiments
King Edward VI Psychology Department
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Levels of Processing (LOP) Model of Memory
Craik and Lockhart (1972)
Description of the theory:
What are the two original levels of
processing?
This was extended into 3 levels of processing. What are they?
1
1
2
2
3
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Evidence for Levels of Processing:
Craik & Tulving (1975)*
Aim
Procedure
Findings
Conclusions
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Evaluation of other Craik & Tulving
GRAVE
Generalisability
Reliability
Application
Validity
Ethics
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More evaluation for Levels of Processing
Better than Multi-Store
Modell because….
Hyde and Jenkins (1971)
Application to real life
Evidence against Levels of Processing
Still to simple?
Morris et al. (1977)
Clive Wearing
Description not
explanation
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Comparison: theories of memory
Multi-Store Memory
Levels of Processing
Comparison issue
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Forgetting
What is forgetting?
Why can’t we just remember everything?
Why do we forget some things and not others?
?
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Cue-Dependent Forgetting
What is cue-dependent forgetting?
Different types of cue-dependent forgetting:
Context-dependent forgetting:
State-dependent forgetting:
Context-dependent forgetting
Give an example of each:
State-dependent forgetting
King Edward VI Psychology Department
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Evidence for Cue Dependent Forgetting:
Godden and Baddeley (1975)*
Aim
Procedure
Findings
Conclusions
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Evaluation of Godden and Baddeley (1975)
GRAVE
Generalisability
Reliability
Application
Validity
Ethics
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More evaluation of Cue Dependent Forgetting
Anecdotal
Evidence
Smith (1985)
Schab (1990)
Hertz (1997)
Duka et al.
(2000)
Miles &
Hardman
(1998)
Lang et al.
(2001)
Application
Evidence against Cue Dependency
Criticisms of the
studies used to
provide support
Not a complete
explanation
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Trace Decay
What is Trace Decay?
How does this theory support the Multi-Store Model of memory?
Give an example…
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Evaluation of Trace Decay
Evidence for theory:
Evidence against theory:
Application:
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Comparison: theories of forgetting
Cue-Dependent
Trace Decay
Comparison issue
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Key issue – Eye Witness Testimony
Is eyewitness testimony reliable?
Describing the issue…
What do we mean by the term ‘witness?’
What is eyewitness testimony?
What will happen to a witness after they have seen an event?
Why is it important that eyewitness testimony is reliable?
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Applying concepts to the issue….
Leading Questions
Loftus (1975)
Barn
Loftus & Palmer
(1974) Car crash
Weapon Focus
Loftus (1987)
Case Study
Case of Ronald
Cotton
Theories of memory and Forgetting
Multi-store
Model
Levels of
Processing
Cue Dependent
Forgetting
Displacement
Reconstructive
Memory
Motivated
Forgetting
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