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    Peterson and Peterson 1959

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    Mohamed Elshadi Elshaikh Mohamed Ahmed Yassin
    Peterson and Peterson (1959) investigated the duration of short-term memory using a Brown-Peterson technique. 24 psychology students recalled trigrams after intervals of 3 to 18 seconds to prevent rehearsal. They found that as the delay interval increased, fewer trigrams were recalled - after 18 seconds less than 10% were recalled correctly. This provided evidence that short-term memory has a limited duration and supported the multi-store model of memory.

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    Peterson and Peterson 1959

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    Mohamed Elshadi Elshaikh Mohamed Ahmed Yassin
    63 views12 pages
    Peterson and Peterson (1959) investigated the duration of short-term memory using a Brown-Peterson technique. 24 psychology students recalled trigrams after intervals of 3 to 18 seconds to prevent rehearsal. They found that as the delay interval increased, fewer trigrams were recalled - after 18 seconds less than 10% were recalled correctly. This provided evidence that short-term memory has a limited duration and supported the multi-store model of memory.

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    Peterson and Peterson (1959) investigated the duration of short-term memory using a Brown-Peterson technique. 24 psychology students recalled trigrams after intervals of 3 to 18 seconds to prevent rehearsal. They found that as the delay interval increased, fewer trigrams were recalled - after 18 seconds less than 10% were recalled correctly. This provided evidence that short-term memory has a limited duration and supported the multi-store model of memory.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    63 views12 pages

    Peterson and Peterson 1959

    Uploaded by

    Mohamed Elshadi Elshaikh Mohamed Ahmed Yassin
    Peterson and Peterson (1959) investigated the duration of short-term memory using a Brown-Peterson technique. 24 psychology students recalled trigrams after intervals of 3 to 18 seconds to prevent rehearsal. They found that as the delay interval increased, fewer trigrams were recalled - after 18 seconds less than 10% were recalled correctly. This provided evidence that short-term memory has a limited duration and supported the multi-store model of memory.

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    Peterson and Peterson

    1959
    Objectives
    Discuss the background of the study.
    Describe the study using the APRF framework.
    Assess the study in terms of strengths and
    weaknesses.
    Success Criteria
    Explore the background of the study.
    State the aim, procedure, result and findings of the
    study.
    Identify the strengths and weaknesses of the study.
    Background of the Study
    Lloyd and Margaret Peterson were interested in the
    relationship between acquisition, repetition and
    retention. They observe that in learning verbal
    material for example, repetition during acquisition
    was needed for retention. However they also noted
    that previous studies had not tested the effect of
    repetition within the time span available for
    acquisition.
    In other words nobody had looked at the effect of
    rereading or repeating stimuli when they are being
    learned on later ability to remember them. They
    therefore measured how well items were retrieved
    after different length delays before recall. They also
    investigated the effects of varying the opportunity for
    rehearsal. Their findings were subsequently used to
    indicate the duration of short-term memory.
    APRC of the study
    Aim: To investigate the duration of short-term memory,
    and provide empirical evidence for the multi-store model.
    Procedure: A lab experiment was conducted in which 24
    participants (psychology students) had to recall trigrams
    (meaningless three-consonant syllables, e.g. TGH).  To
    prevent rehearsal participants were asked to count
    backwards in threes or fours from a specified random
    number until they saw a red light appear. This is known as
    the brown peterson technique. Participants were asked to
    recall trigrams after intervals of 3, 6, 9, 12, 15 or 18 seconds.
    Findings: The longer the interval delay the less
    trigrams were recalled. Participants were able to recall
    80% of trigrams after a 3 seconds delay. However, after
    18 seconds less than 10% of trigrams were recalled
    correctly.
    Conclusion: Short-term memory has a limited
    duration when rehearsal is prevented. It is thought that
    this information is lost from short-term memory from
    trace decay. The results of the study also show the 
    short-term memoryis different from 
    long-term memory in terms of duration. Thus
    supporting the multi-store model of memory.
    Think Pair Share
    List down the strengths and weaknesses of the study
    Peterson and Peterson (1959)

    Advantages Disadvantages
    •Supports the Multi Store Model of •It has sample bias. Only 24 students
    Memory. They found that the longer were used which means that it is
    the period of time between trigrams unrepresentative so it cannot be
    being presented and recall the less generalised to the wider population
    that was remembered

    •It has high internal validity. It was a •It lacks ecological validity. It used an
    lab experiment so there was a artificial environment and lacks
    standardised procedure and a high realism. It was not representative of
    level of control over the variables. an everyday situation. Participants
    This means it is easily replicable and may not behave normally so their
    the consistency of the data can be behaviour is unrepresentative so the
    tested and extraneous variables have results cannot be generalised
    been minimised
    Application
    Suggest one reason why recall might have been better
    in the vocal condition in experiment 2 compared to the
    silent condition.
    Suggest one reason why recall in the silent condition
    in experiment 2 was more variable than the recall in
    the vocal condition.
    Evaluation
    What made this experiment reliable and valid?
    What are the strengths and weaknesses of the study?
    In what way the study is useful to us.
    Homework
    Answer the situation under apply it on pp. 44 in your
    notebook
    Write a summary of the lesson in your notebook.

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