• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Psychology discussion

Extracts from this document...

Introduction

E- Discussion E1- Relationship to background research: The findings from this research that trigrams in an organised list will be recalled better than those in a disorganised list have supported the evidence of Millers theory. Miller (1956) found that the magic number 7+-2 can be increased using the method called chunking. This would relate to this piece of research as the amount of individual letters remembered was a lot bigger than the value 7+-2. Participants in the organized condition on average recalled about twenty one letters, and in the disorganized condition they recalled about nine letters. This supports Millers view; that more items can be remembered if they are recalled in "chunks". This experiment can be extended to investigate the theory of expert chess players having better chunking abilities than novice players (Chase and Simon (1973)). The expert chess players could recall more information about the relationship of chess pieces than those of amateur chess players, the expert's could recall up to 30 pieces of information, compared to only seven pieces for amateur players. ...read more.

Middle

whether the participant is given the organised or disorganised list of trigrams). Therefore the results which were obtained were reliable, and the experiment could be easily replicated by another researcher. A strength of this experiment was that ethics was taken into consideration as informed consent was used to gain approval from the participant, to take part in the experiment. Participants were told they were taking part in a psychology experiment. Also confidentiality was abided by as well as all participants had the right to withdraw there results at any time, also none of their personal details were taken such as names and address. A weakness of this experiment could be the design; as an independent groups design was used; there may have been individual differences between participants. As those participants in the organized condition may have been more intelligent than those in the disorganized condition; this could have lead to them recalling more trigrams than those in the disorganized condition. E3- Consideration of alternative method: An alternative method could be used to test the affect of organisation on memory recall rather than an experimental method. ...read more.

Conclusion

Therefore a link can be made to the real world for example if someone has to remember security numbers or phone numbers. Short codes can be chunked into one unit, although longer series of numbers like phone numbers may be chunked into two or three sections. This will help to aid recall, also chunking and organisation can help with revision. For example, by revising from notes arranged in an organised style this should organise the data in the brain and encourage better recall in exams and therefore good exam results. This research can also be applied when people do daily shopping. For example items of a similar nature can be chunked together into one group, e.g., peas, cabbage and broccoli could be chunked under a vegetables group, so that they can be remembered as one chunk rather than three individual units. This research can be applied to future research by investigating if using chunking technique for exam revision can aid better recall thus better exam results. For example teachers could hold revision session's using call cards which are chunked into small amounts of detail for the student to remember. They can then test to see if students with revision aids did better than those without. ?? ?? ?? ?? 9 ...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. "An experiment to see the effect of chunking on short-term memory recall".

    The participants were also debriefed after the experiment took place so that they understood what had happened and what we were testing. The experiment does not put any of the participants in any danger and should not cause in harm or distress to any of them.

  2. Does chunking help with memory?

    style of a laboratory experiment because I feel it is the most suitable method. It allows the precise control of variables and enables it to be replicated easily. It is the aim of this study to find out which variables are responsible for affecting memory.

  1. The aim of the investigation was to repeat the experiment carried out by Bower ...

    This is an example of forming chunks - grouping items to be remembered into a smaller set of bigger items, which one finds easy to remember. This capacity for remembering can be taken to impressive lengths. Ericsson et al. (1980)

  2. Memory Revision

    task is not representative of everyday memory demands - the artificiality of the task may have made the results biased. Letters and numbers are not very meaningful, so may not be remembered as well as meaningful information. * - This means that the capacity of STM may be greater for everyday memory.

  1. Investigating the effects of organisation on learning

    Gerontology, 52, pp. 314-323. HART, J., BERNDT, R. & CARAMAZZA, A. (1985). Category-specific naming deficit following cerebral infarction. Nature, 316, pp. 439-440. KAHANA, M.J. & WINGFIELD, A. (2000). A functional relation between learning and organization in free recall. Psychon Bull Rev. 2000, 7, pp. 516-521. MANDLER, G. (1967).

  2. Critical Discussion of Bowlby

    They do not have the same security within their known environment, nor the same emotional support. This then will have long term developmental and social affects on that child's later years. These children will become young delinquents and in adult years criminals.

  1. perception COGNITIVE PSYCHOLOGY REVISION CATEGORIES

    We cannot see both at the same time and are unable to control when the change occurs. Illusions of distortion This is when an illusion appears to be larger or a different shape than it actually is. An everyday example is when the moon rises behind buildings (see later).

  2. An experiment to investigate whether chunking leads to better recall.

    They suggest that there are four stages to memory: 1. Incoming information (external stimulus). 2. Sensory memory. 3. Short-term memory (STM). 4. Long-term memory (LTM). Rehearsal Sensory memory Short term memory Long term memory This approach suggests that we can distinguish two very different stores each with its own characteristics.

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