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Grant et al. (1998) Context dependent memoryArea:Theme:BackgroundHave you ever walked into a room and forgotten what you came in for? What did you do?Many studies have shown that recall is better when the participants is in the same environment during recall as they were when the learning occurred. For example: You learn the Grant et al. study in this room. And so, you will have a better recall of the study in this room, than any other.Previous research 1:Tulving (1972) explained this as a consequence of ‘context-dependency effects’.This suggests that some aspects of the environment during learning are stored (or encoded) with the to-be-remembered items and become part of the memory trace.These extra pieces of information (or cues) then help with the retrieval of the learned items. Thus, when the environment at learning and recall matches, the recall is better than if the two environments are mismatchedPrevious research 2:Godden & Badderly (1975) Deep sea divers learned information under water. They recalled more information when asked underwater, in comparison to above waterAimThe aim of the study was to test the effect of noise as a source of context on the studying and retrieval of meaningful material in an academic context. A focus on changing learning context was important as students can choose where to study, but not where they are tested.MethodLaboratory experiment What level of control is there here? What kind of relationship does this allow for?If the environment is false, what can be assumed about participants behaviours? Independent measures designDo participants complete the task once or twice? What does this eliminate?39 participants aged 17-56 (17 females and 23 males)Is this representative? Recruited through opportunity sample – eight psychology students, each acting as psychologists, each found five acquaintances who would be participantsEvaluate the sampling methodOne participant was excludedTwo IVReading condition (Silent or noisy) Testing condition (Silent or noisy)Reading conditionTesting conditionSilentSilentEnvironment matchSilentNoisyEnvironment mismatchNoisySilentEnvironment mismatchNoisyNoisyEnvironment matchThree DVReading time Performance on multiple-choice testPerformance on short answer testProcedureIn the noisy conditions, background noise was played. The background noise was a tape made in the university cafeteria at lunchtime with the hum of conversation, occasional words but no audible sentences and the sound of chairs and dishes. It was played moderately loudly through headphonesParticipants were given a two page article on psychoimmunology, which was interesting, understandable and unfamiliar. The reading time for each participant was recorded but not controlled (DV 1). Participants all wore headphones (regardless of noisy or silent condition). Once participants had finished reading the article they were given a two minute break. After the two minutes had passed participants were given two tests to answer.Test 1: Short answer question (DV 3). This was to ensure any material being recalled from the article was their memory recall, rather than information provided in multiple choice questions. This test measured their recall.Test 2: Multiple choice questions (DV 2). This measured their retrieval of information.Results Short-answer test (DV 3)Greatest recall was from ppts who learned info in silence and retrieved info in silence = mean recall 6.7 (out of 10). Similarly, greatest recall was also from ppts who learned info in noisy condition and retrieved info in noisy condition = mean 6.2 (out of 10)Multiple-choice test (DV 2)Study in silence and test in silence = 14.3Environments matchStudy in noise and test in noise =14.3Environments matchStudy in silence and test in noise = 12.7Environments mismatchStudy in noise and test in silence = 12.7Environments mismatchConclusionsAs there was no independent effect of noise on performance, it can be concluded that noise does not affect capacity to studyContext dependence affects the retrieval in both short answer questions and multiple choice questions. And so, students should study in environments which reflect the environment where they will retrieve information. For example, in a silent library as exams are held in silenceEvaluationResearch methodType of dataEthical guidelinesValidityReliabilitySampling biasPractical applicationsEthnocentrismExam questionsDescribe the aim of the study into context-dependent memory conducted by Grant et al. [2 marks]Identify the two types of test undertaken by the participants in Grant et al’s study into context-dependent memory [2 marks]From Grant et al.’s study into context-dependent memory:Describe how the sample was obtained in this study [2 marks]Suggest one way in which this sample may be biased [2 marks]Outline two conclusions that can be drawn from the study into context-dependent memory by Grant et al [4 marks]Describe the procedure followed into the Grant study?into context-dependent memory [4 marks]Outline one advantage of using an experiment in Grant [2 marks]Outline one disadvantage of using an experiment in Grant [2 marks]Describe one strength and one weakness of the experimental design used in Grant [4]Explain how Grant et al. (1998) relates to the cognitive area [3 marks]Explain how Grant et al. (1998) relates to the key theme [3 marks]How does Grant et al. (1998) change our understanding of memory, following the Loftus and Palmer study? [3 marks]Results ConclusionEvaluation ................
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