Transcript document
Lesson 3 – Evaluating the MSM BATs • Explain the criticisms of the MSM ( C) • Outline the Levels of Processing theory (E) • Compare the LOP to the MSM model (B/C) Homework - Compare the MSM and LOP models ( a higher grade will be achieved if evidence from studies can be included to support each model) Build the MSM • Use the card you have been given to reconstruct the Multi Store Model of memory • You may be asked what your part does/means Is the MSM a good Model for memory? • In pairs jot down 2 good things and 2 bad things about the MSM. Positive Negative Evaluation of Multi-Store model • The model over-simplifies the STM and LTM – Critics think the STM is an active store, able to deal with different types of input simultaneously. Also thought to be different types of LTM – procedural (e.g. riding a bike), episodic (events) and semantic (general knowledge/meaning) • It ignores individual differences – do all people’s memories really operate in the same way? If so, why are some people remembering some things better than others? • It puts a lot of emphasis on the importance of rehearsal in recall but, in reality, a lot of information is remembered because it is meaningful rather than because it has been practised. Smells and tastes aren’t rehearsed An Alternative to the MSM • The Levels of Processing theory is an alternative theory that says that depth of processing affects recall. • Deep processing involves giving information meaning and this is what leads to better recall. • According to this theory, factors such as time and space are not that significant in memory. Shallow and Deep Processing Different Levels of Processing – use the text book to fill in your glossary for these 2 key words. Give an example for each (p23) • Shallow Processing – • Only coding information based on physical characteristics e.g. the colour of a poster • Deep Processing – • Coding information for meaning e.g. working out the meaning of the writing on the poster Try Craik and Lockhart’s experiment … • Make up a list of 21 words e.g. house, egg, socks • Divide the list into 3 (7 words in each list) • For the first 7 words make up a different question that asks about what the word looks like e.g. Is it in capital letters, lower case, does it have 7 letters? • For the 2nd 7 words make up different questions that ask if the word rhymes or doesn’t rhyme with another word e.g Does the word rhyme with tree? – Knee • For the last 7 words make up different questions related to the meaning of the word e.g. Do people live in it? – House, Do we wear them on our feet? - Hat • Write them in a random order on the sheet provided Try Craik and Lockhart’s experiment … • Give your questions to a partner. • After they have finished they need to turn the paper over and count down from 20-1. • They then write as many words as they can remember on another sheet of paper ExtensionDraw a bar chart of your results • Try it out with a few friends • Predict which group of words will be remembered the best. Why did you say this? • Add up how many words from each type of question were remembered. Analysing Data Which type of question needed the deepest processing? • Type 1 questions asked to look at the physical features of the word = ICONIC processing • Type 2 questions asked what the sound of the word was like = ACOUSTIC processing (phonological) • Type 3 questions asked for the meaning of the words = SEMANTIC processing The Levels of Processing Model Supporting Research Depth Craik and Tulving (1975) List of 60 common nouns and 3 kinds of questions Con.1 – Shallow processing (structural/visual) CAPITAL/small letters? Con. 2 – Phonemic processing (Acoustic) Does it rhyme? Con. 3- Deeper processing (semantic)– analysis of meaning e.g. Is the word a type of fruit? More words were recalled in the most deeply processed condition (semantic) Shallow processing Structural Weak memory trace Deep processing Phonological Semantic Strong memory trace www.psychlotron.org.uk Levels of processing Write a summary • Use no more than 5 bullet points to summarise the Levels of Processing Model of memory. • Extension – outline 2 studies that support the LOP theory – read p24 and the experiment you just did Plenary • Do activity 2.8 p25 You can use the scaffold to help you plan your essay • Homework - Compare the MSM and LOP models ( a higher grade will be achieved if evidence from studies can be included to support each model) • Try to use your own words rather than just copying from p24!!