Starter: Episodic or semantic memory?

Starter: Episodic or semantic memory?

Learning Objectives To be able to describe Steyver & Hemmers (2012) contemporary key study. To be able to evaluate Steyver & Hemmers (2012) contemporary key study. To be able to answer exam questions about Steyver and Hemmers (2012) key study.

Starter: Episodic or semantic memory? Your first day of school. Putting your tooth under a pillow. Washington DC is the capital of the USA. Blue and yellow paint mixed together makes

green paint. Getting your GCSE results. Your last family holiday. Photosynthesis leads to the production of glucose & O2. The first time you went into

town on your own. A flock of crows is known as a murder. Can you think of episodic and semantic memories from your psychology lessons?! Starter (Cont):

What is a schema? Think of a possible schema for an office (including fixed & variable items). Office So... You think you have a good memory?! Lets find out!!!

Background for the key study Look, listen & remember these words...

Sour Candy Sugar Bitter Good

Taste Tooth

Nice Honey Soda Chocolate

Heart Cake Tart Pie Now... On your scrap paper, write as many of those words as you can.

Answers

Sour Candy Sugar Bitter Good Taste

Tooth

Nice Honey Soda Chocolate Heart

Cake Tart Pie How many of you remembered the word sweet???? Who might be interested in knowing whether people have an accurate or inaccurate memory?

But Why might our little (sweet) experiment been unrepresentative of what real eyewitnesses have to do? So Im going to show you a picture of a scene on

the next slide for 35 seconds; you need to remember this scene. Pay attention! Now... On your scrap piece of paper, write down as many items from the room as you can.

Answers A total list of the objects in the room can be found on Moodle, in the Brewer & Treyens (1981) article. Did you see the skull? There was one! Did you recall having seen books? Filing cabinets? Coffee cup? Pens? Window? Curtains? Ball? Lamp? Pencils? Telephone? There werent any!

But Why might Brewer & Treyens (1981) experiment not be representative of how our memory really works in everyday life? So Steyvens & Hemmer (2012) decided to do a study with higher ecological validity (higher

mundane realism) so see whether our memory for real scenes is any good (or not!). Key Contemporary Study: Steyvers & Hemmer (2012) Instructions I am going to show you a series of images.

After I have shown each image you will have time to write down the items you saw in each image. Please put your pen down when you have finished writing. I will move on once the last person has put their pen down. Ready?!

1. 1. Now... Write down every item that you remember from that scene. Put your pen down when you have finished, so that I know I can move on.

2. 2. Now... Write down every item that you remember from that scene. Put your pen down when you have finished, so that I know I can move on.

3. 3. Now... Write down every item that you remember from that scene. Put your pen down when you have finished, so that I know I can move on.

4. 4. Now... Write down every item that you remember from that scene. Put your pen down when you have finished, so that I know I can move on.

5. 5. Now... Write down every item that you remember from that scene. Put your pen down when you have finished, so that I know I can move on.

Lets Mark! Switch answers with somebody else. You will be shown each of the scenes again. Give a tick for each correct response. Put a cross next to each incorrect response (i.e. Error). Count up the total number of ticks per scene. Count up the total number of errors per scene.

Ask if you have any questions. 1. Dining Room Scene 2. Office Scene 3. Kitchen Scene

4. Urban Scene 5. Hotel Scene Questions to Consider 1. What was the DV in this study? 2. What do you think the IV was in this study?

3. What type of experimental design was used in this study? 4. What do you think the aim of the experiment was? Check against the notes (page 30). How did your results compare with those obtained by Steyvens & Hemmer (2012)?

Evaluate Steyvers & Hemmer (2012) State How Why Possible exam questions about this contemporary study During your course you will have studied one

contemporary study in cognitive psychology... What was the aim of this study? What was the procedure of this study? What did participants have to do? What were the findings of this study? What were the conclusions of this study? Describe this study. What was one strength of this study?

What was one weakness of this study? Evaluate this study (8). Exam Questions to Practise Choose one of the following to practise now in exam conditions: During your course you will have studied one contemporary study in cognitive psychology... a)

b) c) d) Describe the aim and conclusions for this study. (4) Describe the procedure for this study. (4) Describe the findings for this study. (4) Outline one strength and one weakness of this study. (4)

Make sure you identify your chosen study in your answer. [4 marks = 6 minutes] Peer Marking

4 = accurate and thorough 3 = accurate (but not thorough) 2 = some inaccuracies 1 = lots of inaccuracies and omissions

Feedback: * (something that went well) T (something that could be improved next time). Homework Friday 20th Nov Homework Monday 23rd Nov

You have 212 (like what I did there: Steyvers & Hemmer, 2012!!!!) words MAX to create a BRIEF summary of this key study. Use as many pictures, diagrams, abbreviations, numbers etc as you wish. Make it a thing of beauty! Homework Tuesday 24

th Write an 8 mark evaluation of the Steyvers & Hemmer (2012) study. Remember: A01 State How

Why For each evaluation point! You want 4 evaluation points )2 strengths & 2 weaknesses). Learning Objectives Revisited Can you now:

Describe Steyver & Hemmers (2012) contemporary key study? Evaluate Steyver & Hemmers (2012) contemporary key study? Answer exam questions about Steyver and Hemmers (2012) key study?

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