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Levels Of Processing

Levels Of Processing. Structural, Phonological, Semantic. Craik and Lockhart (1972). How is information processed???? Focussed on memory processes How you remember something affects your ability to recall that information. Experiment. Answer the following questions in your head.

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Levels Of Processing

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  1. Levels Of Processing Structural, Phonological, Semantic

  2. Craik and Lockhart (1972) • How is information processed???? • Focussed on memory processes • How you remember something affects your ability to recall that information

  3. Experiment • Answer the following questions in your head.

  4. Structural:Are these words in capital letters or lower case letters? • fast • floor • AREA

  5. Phonological:Do these words rhyme with fish? • Goat • Risk • Face • Dish

  6. Semantic: Does this word fit in the following sentence? The ______ ran ahead of the group. Icicle Mermaid Log Boy

  7. Experiment Results • Write down as many words as you can remember • Now we will go back through and see how many of the words from different categories you remembered.

  8. Tasks explained • In the first task it is simply necessary to process the word structurally, scanning the word visually. To complete the second task it is necessary to carry out sound based processing, mentally sounding out the word. To complete the third task it is necessary to think about the meaning of the word and relating it to the rest of the sentence, or put it into a meaningful category.

  9. Tasks explained continued • Craik and Lockhart’s theory would predict that words which are processed for meaning (deep processing) will be remembered better than words processed for sound (intermediate processing) which in turn will be recalled better than words which are processed for superficial characteristics such as shape, size or colour (shallow processing).

  10. Depth of encoding • Depending on what we do with information at the time of encoding, processing can be shallow and superficial, or deeper and more meaningful. Craik and Lockhart argued that deeper levels of processing result in more long lasting and more retrievable memories, whereas shallow levels of processing result in memories that are less long-lasting and less likely to be retrieved.

  11. What does that mean? • If you have to think of something carefully and really concentrate, you will remember it better. • Let’s try another experiment…

  12. Here is a list of words that you have to remember by reciting them Book Page Library Tree Factory Shelf leaf Boat Dungeon Castle

  13. Remember these words by imagining a story in your head… • Tree • Nest • Egg • Bird • Mom • Worm • Death • Funeral • Bible • Priest

  14. Study Aim Craik and Tulving (1975) investigated the effects of different types of processing on the recall of words. Method Participants were shown 60 words, one at a time, and for each word they had to answer one of three questions. These questions were the same as shown earlier in this PPT.

  15. Method continued…. Participants heard each question and then were shown the corresponding word for a brief period. Participants then answered the question. When the 60 questions had been answered, participants were given a recognition test. They were shown a list of 180 words and had to pick out the original 60 words.

  16. Results Approximately 17% of words in the visual question condition were correctly recognised. 37% in the auditory question condition, and 65% in the semantic question condition. Conclusion The findings confirmed Craik and Lockhart’s theory about depth of processing: that the type of processing which takes place when information is encoded affects later recall.

  17. Evaluation • Craik and Lockhart’s (1972) theory provided a realistic and credible alternative to the structural approach to memory. • They emphasised how processes which occur during learning affect the extent to which material can be retrieved from LTM (Medin et al, 2001)

  18. Evaluation • The theory would explain why some things, for example deeply significant and meaningful events, can be readily remembered without rehearsal (Flashbulb memories) • The theory also explains why elaborative rehearsal is more effective than maintenance or auditory (Craik and Watkins, 1973). Elaborative rehearsal involves elaboration of the material to be recalled, perhaps by weaving a list of words into a story.

  19. Evaluation • A key problem for the theory concerned is the way in which depth of processing was measured. There was no independent way of assessing whether processing was deep or shallow. Determining this relied on a circular definition which argued that if recall was good, then deep processing must have taken place, and if recall was poor, then the processing must have been shallow. However, just because participants were asked to say whether or not a word was in capital letters, it should not be assumed that they did not engage in further deeper processing.

  20. Evaluation • Lockhart and Craik (1990) have updated their model in response to criticisms and recent research findings. The basic ideas remain the same, but they accept that their original model was rather oversimplified, and agree that they had not considered retrieval processes in sufficient detail. In addition, Lockhart and Craik (1990) accepted that in some cases shallow processing does not lead to rapid forgetting.

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