Experimental Psychology PSY 433

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Experimental PsychologyPSY 433

• Chapter 10 (Cont.)
• Memory

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What is Plagiarism?

• http//www.indiana.edu/wts/pamphlets/plagiarism.s
  htmlplagiarized

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Samples from Past Student Papers

• The participants will report to a specified lab
  room in building 5. Participants will be greeted
  and asked to quietly take a seat at a computer
  station.
• Subjects will report to a specified lab room in
  building 5. Upon entering the lab subjects will
  be greeted and asked to quietly take a seat.
• This is Unacceptable

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Another Unacceptable Example

• Using a bivalent within-subjects design, we will
  be measuring the affect
• Using a bivalent within-subjects design, we will
  measure the participants correct responses.
• We will be using a bivalent within-subjects
  design measuring both the affects of the sex
• Using a bivalent design, the correct responses of
  the participants will be measured

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Lexical Decision Results
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ANOVA Results
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APA Format ANOVA Table
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Describing Results in Text

• Response times for related words and non-words
  were significantly faster than for non-related
  words and non-words, F(1,20)4.457, p.048.
• There were no significant differences between
  response times for words and non-words and no
  significant interaction between relatedness and
  type of pair (words vs non-words).
• Put interpretation in the Discussion section.

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Levels of Processing Theory

• Memory is determined by thinking, which can be
  shallow or deep.
• Three levels tested
• Physical caps or lower case letters?
• Phonological rhymes with sad?
• Semantic describes mom?
• Deep thinking leaves strongest memory trace.

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Example

• Which words are in caps vs. which words describe
  mom?
• MILD, foamy, TALENTED, hairy, CIRCULAR, winged,
  TALL, minty, SWEET, wily, tubular, WONDERFUL,
  WILD, stuporous, FILMY, STRANGE, normal.
• Tested by free listing as many words as can be
  remembered.

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L.O.P. Applied

• Reading involves deep processing because you must
  understand the meanings of words
• Studying involves deeper processing, because in
  addition to reading, you must form semantic
  associations between new information and current
  knowledge, updating and reorganizing current
  knowledge, and creating new relationships in
  semantic memory.

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Craik and Tulving (1975)

• Classic levels of processing experiment
• DV recognition of 60 old 120 new words
• Within-subject IV studied words graphemically
  (cat or CAT), phonemically (cat rhyme with sat?),
  semantically (cat an animal?).

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How Generalizable are Results?

• Internal validity how well designed is the
  study?
• External validity are the results true in the
  world?
• Jenkins (1979) suggests a tetrahedral (four
  point) model of thinking about external validity
  of memory study results
• Four general ways of thinking about how
  experimental results of any study may generalize.

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Who are the subjects?
What kind of task was presented in what kind of
setting or context?
What kinds of tests or measures were used as a DV?
What materials were used?