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IB Psychology SL Cognitive Level of Analysis (CLOA) Study summary (8 Studies) $5.41   Add to cart

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IB Psychology SL Cognitive Level of Analysis (CLOA) Study summary (8 Studies)

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8 Studies for CLOA IB Psychology Essay and SAQ writting are summarised based on IB Psychology Textbooks, Study Guides and Original Studies. The studies cover all BLOA topics.

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  • Unknown
  • December 26, 2022
  • 13
  • 2020/2021
  • Summary
  • Secondary school
  • Gymnasium
  • 2
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Multi stone
memory
-




Hansen and lunita ( 1966)

Aim :




To
investigate serial position effect with and without interference from a filler
activity .




Pantai
pants :




46 enlisted
aumy men
-




Method :




Experiment repeated ,
measures
design
Puoceoluue :




A of 15 uouol lists
series mad out to
participants After hearing participants
ueue
-




.




ulue www.uueol to do fine recall task There were three conditions
a .
:




e) fun recall task immediately after
a
heaving the crowds on the list
a) filler aetuity ( counting out loud backwounds from a random number foie 10 )
a s
,


then five recall
3) the filler actiiity but foie 30s
same
,


Each 15 lists 5 for each of 3 conditions The order of the
participant given was , .




conditions uandom The
dependent unviable the proportion of uouob
was .
was connect
ly
recalled , separatelyfor each of the 15 positions of the cloud the list on




Results :




1) Yn the condition without a filter task both of the aspects of the serial position effect
,


could be observed effect ( :
were better at
primacy participants
uouds at
remembering
the start of the list) and recency effect ( participants were also better at
remembering
uouds at the end of the list) .

, 2) In the condition filler task the primacyeffect stayed but the
recency effect
with the ,


the 30s condition than
dissapeaueol -

moue so in in the 10s condition .




Conclusion :




the
study supports the multi stone memory model -
:




LTM and STM two separate memory stones


owe





Information moves
from STM to LIM if it is rehearsed but ,
gradually decays if it is not .




Explanation :




As
participants hear winds on the list one
by one
,
they may start rehearsing them
sub
woolly .
As they owe
getting closer to the middle of the list it becomes impossible to
repeat all the uouob the first words the list repeated often and they
,
so on are moue ,



enter LTM That why primacy effect does not disappear
.


after the interference task
is even .




when the
participants recall uouob immediately after the puesentation of the list the ,


be to remember because
last several winds the list
may easy they have just
on


entered STM With the presence .

of the interference task when rehearsal is
suppressed ,


these traces That is the condition with the
decay .




why recency effect disappears in


interference task .

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