The levels of processing theory which talks about there being 3 ways of how the memories are processed (structural which is the least durable memory as its processed visually, phonetic which is processed acoustically and semantic processing which is the deepest form of processing and it processes using meaning) would explain why some memories that have not been rehearsed are still remembered due to semantic meaning which is more durable to a structural processed memory.
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However the disadvantage to LOP is that it does not give a clear understanding to what ‘deep’ processing is and is also a reductionist theory as it does not take into account of how unique the human mind is as it is. 1. Independent measures design uses two groups to do each condition of the experiment; the strength of this is that is prevents order affect as the participants are not doing each condition twice which can lead to the participants feeling fatigue or improving through practise. 2.
Matched participant design also uses two group to do each condition however to make the experiment more fair they make sure that both group are similar e. g. IQ, gender or age. There is a disadvantage to this as it takes time and is difficult to be able to find two groups of participants to match each other’s ability. 3. One theory of forgetting is displacement theory which is based on the MSM theory which explains that memories pass through three stores; sensory store, short term memory store (which can only hold between 5-9 items) and the finally long term memory store.
As for memories to successfully travel to the LTM the memory must be paid attention to and then rehearsed. The displacement theory suggests that if the memory is not rehearsed once in the STM then new memories will displace the older memories leading the older memories to be forgotten. However if the memories in the STM are rehearsed then they will be passed through to the LTM. 4. The results for the Godden and Baddeley study were that pps recalled 50% more words when recalling in the same environment as learning.
The conclusion was that environment can act as a cue to help the pps remember information. This study had high ecological validity as it was a field experiment which means the pps were in their natural surroundings so the study can be generalised to society. However the study had low reliability as it lacked control as it was not in a high controlled environment and so extraneous variables could not be controlled so the results could possibly change if the experiment was repeated. 5. Godden and baddeley used 18 pps all from the same diving club.
The study used repeated measures design as the pps were asked to learn and recall a list of words in 4 different conditions; the conditions were to learn and recall on dry land, the learn and recall underwater , learn on land recall underwater and to learn underwater and recall on land. The 4 different conditions were done with at least 24 hours between each condition. 6. The mean recall of Godden and Baddeley was 37% for the pps to learn and recall on land and 23% for the pps to learn underwater and recall on dry land. . Demand characteristic is when the pps act according to how they think the experimenter wants them to, they do not act naturally. 8. Craik and Tulving did an experiment to see whether semantic processing was more durable. 24pp were showed 60 words on a automated machine with a question relating to each word, each question would test semantic, phonetic or structural meaning. The pps were then given a unexpected task; the task included them having to recognise the 60 words out of a word list of 180 words.
The results showed that pps recognised only 18% of the structural processed words compared to 80% of the semantically processed words. The conclusion was that words that had originally semantic meaning were processed deeper and so more recognised. 9. Godden and Baddeley results showed that 50% more words were recalled when the words are recalled in the same environment as they were learnt in; this proved the cue-dependency theory to be correct as it shows that environment can act as cue to help the recall of memories.
In contrast, Craik and Tulving showed that only 18% of structural processed words were recalled compared to 80% of semantically processed words; this proves the LOP theory to be correct as the deeper the processing the more durable to memory will be. Godden and Baddeley has high ecological validity as it was carried out as field experiment and so the pps were in their natural environment which means this can be generalised to real life.
On the other hand, the Craik and Tulving’ study had low ecological validity as it was carried out in lab experiment which mean the pps were not in their natural environment and was instead in an artificial environment and worked with artificial equipment. Godden Baddeley had low reliability due to a lack of control over extraneous variables such as the weather as it was carried out in more natural environment; but Craik and Tulving had very high reliability as because it was carried out in a lab there could be a lot of control over extraneous variables and high controlled procedure.
Both studies contribute to society as Godden and Baddeley have shown that environment can act as a cue to help people to remember information. E. g. victims or eye-witnesses going back to the scene to remember what happened in a crime. Summarily, Craik and Tulving have contributed to society by proving that the way a memory is processed is how durable the memory will be. E. g. The way students are taught to revise, students will be taught to make notes that will have more meaning so the information is more durable and will then give students better results in exams.
