• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10
  11. 11
  12. 12

Can we prove the existence of the rehearsal loop by blocking rehearsal time with an interference task?

Extracts from this document...


DOES THE REHEARSAL LOOP EXIST? Can we prove the existence of the rehearsal loop by blocking rehearsal time with an interference task? Things are often said to be better remembered if they are repeated or rehearsed for a certain period of time. This idea supports the theory of the multi-store model where information is stored in the Short term memory and only transferred to the Long term memory if rehearsed in the 'Rehearsal loop'. In this investigation we will try to gain evidence to support this theory, and prove the existence of the 'Loop' By Luke Allington TABLE OF CONTENTS: TITLE: PAGE: Introduction 1 Aim 2 Rationale 2 Hypothesis 2 Null Hypothesis 2 Method 3 Ethical Issues 3 Results 4 Results in graphic form 6 Explanation of results 8 Conclusion 8 Recommendations 9 Bibliography 10 INTRODUCTION: The theories of memory and how much, or how long we can remember things, and why, is a greatly studied area of Psychology as a science. Psychologists have created and recreated numerous tests and research methods in order to prove that their particular theory is correct. There are two main theories of memory: Levels of Processing (L.O.P.) and the Multi-store Model. The L.O.P. approach was pioneered by two psychologist Craik and Lockhart (1972), who believed that the mind will remember things better if the information is processed on a deeper level, ie. thought about more, taking into account the amount of 'work' that is put into processing the information received. ...read more.


After the 25 seconds, they too will be asked to recall the trigram list and their results will also be recorded. ETHICAL ISSUES: Each participant will be fully aware of the test that he/she is to be involved in, and they will be asked for their consent before any psychological testing begins. Each participant will have the right to withdraw at any point during the experiment. No deception will be necessary for the experiment. Each participant has the right to confidentiality, and anyone who wishes the data from their particular part of the experiment to be destroyed and not published also has that right. All participants will be debriefed afterwards and their results explained to them. The chosen population I chose to sample was Aylesbury College students aged between 18-39 and used the opportunity method of sampling from the chosen target population in order to obtain a sufficient amount of participants as this was fair way to obtain a good mix, and also to test the participants at their own convenience. I tested 30 participants altogether, 11 females, and 19 males for this experiment. The experiment took place in a quiet area of the library at the convenience of each participant. I explained the task in hand to each participant before they started in order to clear up any confusion during the test which could affect the amount of trigrams remembered. I provided each participant with a pencil, a piece of paper and the list of trigrams which was covered by a piece of card. ...read more.


RECOMMENDATIONS: If this test were to be repeated and I had to make any recommendations from what I have learnt, I would suggest to the experimenter that a quite private room was found in order to keep the full attention of the participants. In my experience I found that during one or two of the tests the participants may have been slightly distracted by other students in the library, which could have affected the results in a negative way. This may in turn affect the ecological validity of the test in a negative way, however it is also supposed to be a type of mini exam, and therefore applying exam like conditions could be seen to increase the ecological validity. Another suggestion would be to increase both the study time that the participant has initially and also the rehearsal time for both sets of tests, to distinguish whether that also has more of an affect, either more positively for the non-interference tests, more negatively for the interference tests, or both in fact. And finally, I would suggest using a larger sample of the chosen target population in order to get a clearer idea and more conclusive results. Although the results I achieved did prove to support the hypothesis and the theory, I feel as though with the alterations to the experiment that I have listed, I could have achieved a more definitive set of results and possibly shown better evidence that the rehearsal loop exists. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Cognitive Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Cognitive Psychology essays

  1. Marked by a teacher

    Craik and Lockhart believed that depth is a critical concept for levels of processing ...

    4 star(s)

    Bahrick, Bahrick and Wittinger (1975) produced a demonstration of very long-term memory by using photography from high school yearbooks. Ex-students were asked to name other students out of the yearbook and most people remembered nearly 90% of all the people featured in the yearbook.

  2. Memory: Rote Rehearsal and Mental Imagery.

    The imagery group recalled 80% of the pairs, whilst the other group only recalled 33%. This illustrated the influence of mental imagery on recall of material. This provides evidence to suggest that mental imagery helps in the encoding, storage and retrieval of information.

  1. Primacy and Recency effect

    The noise levels can interfere with what is being learned. Therefore a controlled experiment was very crucial in this experiment involving memory recall. The number of participants might be increased to increase accuracy of the results and also the more the participants are used the more the results can be generalisable to the population.

  2. Psychology Retrospective Interference coursework

    This may be a confounding variable which would affect the validity of this experiment because it cannot be generalized in other age groups. However, it is convenient and easy to get access to the target population. Another extraneous variable is that opportunity sampling was chosen for this experiment.

  1. Memory and Mental Imagery

    (See appendix) Each participant was given two minutes to learn these words, however the imagery group was asked to form a mental image of the two nouns interacting whilst the control were given no reference to mental imagery. Both groups were then asked to turn the list over and perform a distracter task.

  2. An investigation to discover the effects of retroactive interference on memory recall.

    The type of sampling I am using is opportunity sampling. This is a method where I take a sample of the available population. It is very effective taking into account the time available and also provides results which are easy to tabulate etc.

  1. Carry out an experiment on participants to investigate proactive interference on memory recall, using ...

    only once the old memory is needed that it becomes known interference has taken place. For example learning to drive an automatic drive vehicle after always driving a manual vehicle. Proactive interference is when a past memory gets in the way of learning a new memory.

  2. Evaluate 3 Approaches to treating Mental Disorders: Psychodynamic, Biological and Behavioural Approach.

    A main strength of the behaviourist perspective has been the development of useful applications. One strength of the behaviourist approach is that it has successfully applied classical and operant conditioning to its theories. Systematic desensitisation is based on classical conditioning and is useful for treating phobias.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work