Transcript Powerpoint

Get out your notes from yesterday:
Checklist for success
Examination skills
 DO NOW Scenario: Janet’s mum told her a long
list of fruit to remember to buy and sent her to
the shop. The shop was 20 minutes walk away.
When Janet got there she couldn’t remember
which fruit to buy, why?
 How does this relate to the multi-store model?
Get out your notes from yesterday:
Checklist for success
Examination skills
 HOMEWORK: Due Monday 4th February –
Describe and evaluate the multi-store model of
memory (10 marks)
Learning Objective: to explore the key features
of the Levels of Processing model and
compare it to the MSM
ALL will be able to describe the key
features of the levels of processing model
MOST will be able to explain research
evidence for the levels of processing
model
SOME will be able to compare the Levels
of Processing model to the MSM
Progress measure
 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)
 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)
Levels of processing: Intro: visual,
auditory, semantic
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
Unlike the MSM
this is not a
physical ‘model’
which you can
draw.
There are NEVER
any marks for
drawing it so don’t
waste precious
time doing so!
Introduction: Mind map jigsaws
Your group will summarise their
information onto your mind map
There are 4 lots of information to complete
in total
Each of you will receive a number from 14, this will be your ‘expert’ group
Then the 1s/ 2s/ 3s/ 4s from different
groups will work together to share their
information
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)
 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)
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.
Marks out of 7?
Meta-puddings! Choose one of these
questions to summarise your learning today
 How are you going to remember this learning?
 What is the key aspect you will remember from this
lesson?
 What has this lesson reminded you of?
 Which senses were most important in today’s learning?
 What did you learn today that you didn’t know before?
 What have you learned that could be useful elsewhere?
 What have you learned elsewhere that is like this?
 How will you apply what you have learnt?