Transcript Learning Objectives

Medium term plan: up until February half
term
1
Models of memory: Multi-store model
2
Levels of processing
3
Working memory model, review of models of memory
4
Types of long-term memory: episodic, semantic,
procedural, explanations of forgetting
5
Explanations of forgetting
6
Review of memory, examination style test
YOU WILL HAVE AN EXAMINATION STYLE TEST ON COGNITIVE PSYCHOLOGY (30 minutes,
20 marks) ON FRIDAY THE 17TH OF FEBRUARY MAKE A NOTE OF THIS NOW!!
Learning Objectives
ALL will understand the levels of
processing model
MOST will be able to evaluate the levels of
processing model
SOME will form links between the LoP
model and the MSM
Progress Measure
June 2011: Describe and evaluate the
levels of processing explanation of
memory. Refer to evidence in your answer.
(10 marks)
Levels of processing
1.
2.
3.
Is the word in capital letters? chair
Does the word rhyme with GREEN? BEAN
Does the word fit this sentence: ‘The soldier picked up his
__________’? rifle
4. Is the word in lower case letters? FLOWER
5. Does the word fit this sentence: ‘The woman _______ on the
train’? slept
6. Does the word rhyme with MEND? Pool
7. Is the word in capital letters? MEANING
8. Does the word fit this sentence: ‘Yesterday we saw a
_________’ fence
9. Does the word rhyme with HOUSE? MOUSE
10. Does the word fit this sentence: ‘There are __________
growing in my garden’ doors
Levels of processing: answers
1.
2.
3.
Is the word in capital letters? chair VISUAL
Does the word rhyme with GREEN? BEAN ACOUSTIC
Does the word fit this sentence: ‘The soldier picked up his
__________’? rifle SEMANTIC
4. Is the word in lower case letters? FLOWER VISUAL
5. Does the word fit this sentence: ‘The woman _______ on the
train’? Slept SEMANTIC
6. Does the word rhyme with MEND? Pool ACOUSTIC
7. Is the word in capital letters? MEANING VISUAL
8. Does the word fit this sentence: ‘Yesterday we saw a
_________’ fence SEMANTIC
9. Does the word rhyme with HOUSE? MOUSE ACOUSTIC
10. Does the word fit this sentence: ‘There are __________
growing in my garden’ doors SEMANTIC
Order of remembering
BEST: rifle, slept, fence, doors
MIDDLE: bean, pool, mouse
WORST: chair, flower, meaning
Craik and Lockhart (1972) Levels of
Processing Model of Memory
SHALLOW
Visual
Acoustic
Semantic
DEEP
Introduction
I can fit everything I know about the levels
of processing model onto a post-it note!
Introduction: Review questions
What are the two types of rehearsal which
Craik and Lockheart propose?
What are the three levels of processing?
Support your explanation with an example.
How is this model different to the MSM?
Main
Use the detailed information sheet to
answer the past paper questions which
have come up on this model
You should plan your essay on a separate
sheet and start to write it up
It will be completed for homework once
exams are done (next week)
The mark scheme…











AO1 Up to 5 marks for description of the model/ levels –
structural/orthographic/shallow/visual, acoustic/phonetic/intermediate/soundbased/
phonological; semantic/deep. The idea that deep processing leads to better recall. Recall is a byproduct of processing. Credit description of evidence up to 2 marks.
Maximum of 1 mark if the three levels are merely named.
Likely studies: Craik and Tulving (1975), Morris (1977)
AO2 Up to 5 marks for evaluation of the model. Evaluations might refer to the problem of
measuring depth of processing. Also, that the model works best for learning word lists – which is
unlikely to be appropriate for all types of learning. The model stresses the importance of learning
semantically. The model suggests that some memories are retained without rehearsal. The
importance of elaborative rehearsal. Discussion of the possible effects of effort. Criticisms have
led to recent updating of the model and attention to the importance of factors such as relevance to
learning.
Credit the use of examples that illustrate application of the model for example to revision 1 mark
only.
Evaluation of the model by comparison with others, eg the multi-store model with its
emphasis on rehearsal/repetition.
Only credit evaluation of methodology if made relevant to discussion of the model.
Credit use of evidence
The examiners report







Most answers to this question scored well in terms of descriptive content. Though some
candidates’ outline of the model was little more than a list of the three different levels, many others
gave clear and elaborated summaries of these, as well as acknowledging the important point, that
depth of processing determines level of recall. Supporting studies (usually Craik & Tulving) were
also often well described, though candidates were less adept at using such evidence effectively
and failed to make clear links back to the central claims of the model.
A fair number of responses confused levels of processing with types of long-term memory
(episodic, procedural and semantic) and others conflated the Craik & Tulving study with
Baddeley’s research into coding.
Attempts to evaluate the model were mixed. Many candidates did little more than criticise the
Craik & Tulving study without making any evaluative points about the model in general.
There were some speculative attempts to compare levels of processing to alternative models but
these often lacked sophistication, for example, ‘unlike the multi-store model, levels of processing
does not mention short-term memory’.
That said, other candidates produced well informed and sophisticated analyses of the model.
The difficulty – and tautology – involved in establishing a precise way of measuring depth of
processing was often discussed; as was the difference between maintenance and elaborative
rehearsal, alongside application of the latter to real-life examples such as revision.
Short-answer questions: review
 1. Psychologists were investigating the levels of processing model
of memory. They presented participants with a list of words. After
each word, there was a question which the participants had to
answer. There were three types of questions:
 A questions about the meaning of the words;
 B questions about the sound of the words;
 C questions about the appearance of the words.
 For each type of question, A, B and C above, write down the level of
processing that is
 involved in answering the questions. (3 marks)




ANSWERS
A – Semantic/deep
B – Phonetic/acoustic/phonemic/phonological/intermediate/auditory
C – Structural/shallow/visual
 2.Describe one study in which psychologists investigated levels of
processing. Indicate why the study was conducted, the method
used, the results obtained and the conclusion drawn. (4 marks)
 [AO1 = 4]
 Likely study – Craik and Tulving (1975)
 1 mark – why the study was conducted (must go beyond the stem)
 1 mark – information about the method
 1 mark – indication of results
 1 mark – indication of a conclusion to be drawn
 Descriptions of levels of processing studies were generally quite
well done. Some candidates suggested the participants were given
a list of words ‘to learn’ rather than appreciating the incidental
learning of the words after answering different types of questions.
Plenary
Reviewing our essay plans: student led
description
How far have we progressed? June 2011:
Describe and evaluate the levels of
processing explanation of memory. Refer
to evidence in your answer. (10 marks)