Baddeley (1966) Study on Memory Encoding

What was the aim of Baddeley's (1966) study?

To investigate the influence of acoustic and semantic word similarity on learning and recall in short-term and long-term memory.

What research method was used in Baddeley's (1966) study?

A laboratory experiment.

How many male and female volunteers participated in Baddeley's study?

72 participants from the Applied Psychology research unit at Cambridge University.

What was the experimental design used in Baddeley's (1966) study?

Independent groups design.

How many word lists were used in Baddeley's study and what distinguished them?

4 lists differing in acoustic and semantic similarity.

What was the rate at which words were presented in Baddeley's study?

One word every 3 seconds.

What did participants do after each list was presented?

They completed an interference task to block rehearsal.

Why was the interference task employed in Baddeley's study?

To block STM and force reliance on LTM for recall.

How many times did participants recall the words in Baddeley's study?

5 times across multiple trials.

What was Baddeley's conclusion about encoding in STM?

STM encodes information acoustically.

What was Baddeley's conclusion about encoding in LTM?

LTM encodes information semantically.

What confuses LTM during retrieval according to Baddeley's results?

Similar meanings of words during retrieval.

What does LTM largely ignore during retrieval?

Acoustic properties of words.

What was a key strength of Baddeley's study's procedure?

It was highly standardized, making it easy to replicate.

What is a real-world application of Baddeley's study findings?

It informs effective revision strategies for better retention in LTM.

What is a weakness regarding the sample in Baddeley's study?

It was from one university, affecting population validity.

What ecological validity issue was present in Baddeley's study?

The task was artificial, lacking mundane realism.

How does low ecological validity affect Baddeley's conclusions?

Findings may not fully reflect real-life memory functioning.

How do Baddeley's findings support the Multi-Store Model (MSM)?

They provide evidence that STM and LTM are qualitatively different.

How do Baddeley's findings relate to the Working Memory Model (WMM)?

They align with the Phonological Loop component dealing with auditory information.