Questions and Answers
What does the term 'title' refer to in memory research?
Define memory.
Memory is the storage, encoding, and retrieval of information acquired through learning.
What does Atkinson-Shiffrin's multi-store model of memory consist of?
Sensory memory, short-term memory, and long-term memory.
What is long-term memory?
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What is a retrieval method?
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What is a retrieval cue?
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Define recall.
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What is free recall?
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What does recognition entail in memory retrieval?
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What is the sensitivity of measures of retention?
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In McCauley's 2002 research, what did participants learn?
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What was the aim of the investigation?
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State the hypothesis of the study.
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How is the independent variable operationalized?
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What does operationalized dependent variable measure?
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Who made up the population for the study?
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Describe the participant selection for the study.
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What materials were used in the study?
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Outline the procedure followed in the study.
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What ethical consideration was upheld in the study?
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What were the results regarding the mean score of recognition and recall conditions?
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Was the hypothesis supported or negated?
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How does the study link to Atkinson-Shiffrin's multi-store model?
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Summarize the link to past research.
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Explain the importance of findings and real-life applications.
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What is a potential extraneous variable related to experimental design?
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How can familiarity with known words act as a potential extraneous variable?
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Define reliability in the context of this study.
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What are internal and external validity in the context of this study?
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Study Notes
Recall vs Recognition in Long-Term Memory
- Investigates sensitivity of memory retention measures, specifically recall and recognition.
- Memory encompasses encoding, storage, and retrieval of learned information, represented neurologically.
Atkinson-Shiffrin's Multi-Store Model
- Memory consists of three components: sensory memory, short-term memory, and long-term memory.
Long-Term Memory
- Holds vast information for prolonged periods, potentially unlimited.
- Retrieval cues facilitate access to stored information.
Retrieval Methods and Cues
- Retrieval methods include recall, recognition, and relearning.
- Retrieval cues are stimuli that help locate specific stored information.
Recall vs Free Recall
- Recall reproduces stored memory with minimal cues.
- Free recall involves reproducing as much information as possible, without order.
Recognition
- Involves identifying correct information among alternatives.
- Generally offers more cues than recall, enhancing retention measures.
Sensitivity of Measures of Retention
- Recognition is more sensitive due to increased retrieval cues provided compared to recall.
Previous Research (McCauley 2002)
- Participants learned 100 nonsense syllables under recall or recognition conditions.
- Free recall yielded an average of 52 syllables remembered, while recognition yielded 87, demonstrating recognition's superiority in retention.
Aim and Hypothesis
- Aimed to investigate how different retrieval methods affect long-term memory retention.
- Hypothesis states that recognition will yield a higher mean word retrieval than recall.
Operationalized Variables
- Independent Variable: Method of retrieval (free recall vs recognition).
- Dependent Variable: Mean number of correct words recalled or recognized.
Participant Sampling and Characteristics
- Convenience sampling used, accessing adults in Victoria associated with psychology students.
Materials and Procedure
- Included informed consent forms, word lists, recognition sheets, timing tools, and raw data records.
- Detailed procedure outlined participant instructions, word learning time, and collection of results.
Ethical Considerations
- Informed consent was adequately upheld.
- Debriefing was violated, as participants were not informed about the study's full nature or offered support after.
Results and Implications
- Recognition condition yielded a higher mean score than recall, affirming recognition's effectiveness.
- Findings align with Atkinson-Shiffrin's model, emphasizing retrieval cues’ importance in memory recall.
Study Findings Significance
- Recognition assessments benefit educators in evaluating student memory through multiple-choice formats.
- Highlights the necessity of appropriate retrieval methods in memory studies to access stored information.
Potential Extraneous Variables
- Individual memory capabilities could affect recall and recognition results.
- Familiarity with words also represents a potential bias, which was mitigated using nonsense syllables.
Reliability and Validity
- Reliability concerns noted due to single trial; suggests need for replication to establish dependability.
- Internal validity challenged by extraneous variables; external validity limited due to convenience sampling, requiring random sampling for generalization.
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Description
This quiz investigates the concepts of recall and recognition in the context of long-term memory retention. Dive into key definitions and models, such as Atkinson-Shiffrin's multi-store model, to enhance your understanding of memory processes.