Is Recall Higher When a Cue is Present
Aim:
The aim of the experiment is to find out whether or not recall is
higher when there is a cue present
Background information:
Memory is the process of retaining information after the original
object is no longer present. Most psychologists believe that we have
two types of memory. A Long Term Memory (LTM) and a Short Term Memory
(STM). The LTM can store vast amounts of information for long periods
and the STM lasts for around 15-20 seconds. According to Miller, the
STM can store 7+-2 chunks. A person also tends to remember things if
they are familiar.
The three stages on learning lists to recall are:
1. Encoding Storing the information in the memory creating a memory
trace
2. Storage The result of encoding. The information is stored within
the memory system.
3. Retrieval Recovering the stored information from the memory
system. This is known as either remembering or recall.
Key Study:
My investigation is going to be based on an experiment done by Tulving
and Pearlstone. There study was based on availability and
accessibility using cues to aid recollection. Their aim was to
investigate cues and recall and to collect results so that the
hypothesis could be confidentially accepted or rejected. They read
lists of 12, 24 or 48 words. One group of participants had the
category headings in front of them and the other group a blank piece
of paper. Category headings had an obvious effect on recall. The cues
made the words more accessible.
Hypothesis
Categorised headings will have a significantly improve the recall of a
list of words.
Null Hypothesis
Categorised headings will have no effect on the recall of a list of
words
Directional Hypothesis
Categorised Headings will significantly improve recall on a list of
words.
The Independent Variable will be using category headings and not using
...Baddeley (1966) study of encoding in the short term memory and long term memory supports the MSM model on the mode of processing such that words are processed on recall and both models share the same opinion that processing does influence recall. Finally, the MSM model of memory states that all information is stored in the long term memory, however, this interpretation contrasts with that of Baddeley (1974) who argue that we store different types of memories and it is unlikely that they occur only in the LTM store. Additionally, other theories have recognised different types of memories that we experience, therefore it is debatable that all these different memories occur only in the long-term memory as presumed by the multi-store model which states the long term memory store as with unlimited capacity, in addition it also fails to explain how we recall information.
The first study I reviewed was “Creating False Memories: Remembering Words Not Presented in Lists” by Roediger III and Kathleen B. McDermott. The study was published in 1995, in the Journal of Experimental Psychology: Learning, Memory & Cognition. Roediger and McDermott conducted two separate experiments in their study. The experiments were modeled after Deese’s 1959 study “On the Prediction of Occurrences of Particular Verbal Intrusions in Immediate Recall.” The results of Deese’s study concluded that participants falsely recalled a nonpresented critical lure 44% of the time. 36 students from Rice University participated in Roediger and McDermott’s first experiment. The students participated as part of a course project. The participants were presented with six lists that were developed from Deese’s study and Russell and Jenkins 1954 study “The complete Minnesota norms for responses to 100 words from the Kent-Rosanoff word association Test.” The six lists that were chosen for the Roediger and McDermott study were shown to elicit high rates of false recall in Deese’s study. The list contained 12 associated words that related to one nonpresented word. An example nonpresented word is chair, the 12 associated w...
In the experimental group the middle four average scores were not significantly different (M = 0.70, SD = 0.04) from the last four average scores (M = 0.50, SD = 0.00), t(4) = 2.06, p < ns . In the control group, the middle four average scores were also not significantly different (M = 0.68, SD = 0.02) from the last four average scores (M = 0.56 , SD = 0.00), t(4) = 1.89, p < ns.The serial position curve of recall of the warned group and the control group showed a similar pattern as to the one found in previous studies on the same topic. Both groups were able to recall about 90% of the words in the beginning of the list and the end of the list (See Figure 1). The warned group had slightly more false memories, but the difference was not at all significant (see Figure 2). The control group recalled more critical and studied words than the warned group (see Table
The Effect of Imagery on Recall Introduction: In cognitive psychology there are many ways in which people can enhance memory - mnemonics. This study is based on how imagery helps. memory. I will be able to do that.
The effect of the distractor type and the list type on false memory was examined in a 2 x 3 factorial design. There were three list types based on the order of presentation of the list items with the strongest association to the critical lure word. A strong list consisted of the three most strongly associated words being presented first, while the weak list had those words presented last. Also, there was a random list as a control, which consisted of no manipulation in the order of presentation. Each of these conditions were tested with an emotional distractor being either present or absent. The experimental procedure involved completing the following tasks in the same order 18 times: a DRM list, a 30 second distractor task, and a recall test. Then, a five minute distractor task preceded a recognition test, which consisted of 126 words that were either presented, not presented, or lure
Memory is a group of related mental processes that are involved in acquiring, storing, and retrieving information (Hockenberry and Hocenberry page 232). I will be addressing two specific types of memory: short-term memory and long-term memory. Short-term memory holds temporary information transferred from sensory memory or long-term memory. Sensory memory is the first stage of memory and obtains information for a brief amount of time. Short-term memory is also called active memory and is stored in the prefrontal cortex which is the most active part of the brain during an activity. Short-term memory can hold information for roughly twenty seconds, but sensory memory holds information for a shorter amount of time. We usually store things such
The way the mind operates and function, and the mental processes are the two ways the mind is defined.
Similar studies were done to a different set of college students and they tended to have the same results. After giving as much detail about each memory, the students were interviewed about what they may have written done about what they had remembered. During the last part of the experiment, each of the students were debriefed and asked to guess which memory they believed was false.
Experiment 1 represents a replication of an experiment done by Bransford & Johnson in 1972. During their experiment they invoked a schema which is an organizational or conceptual pattern in the mind. They gave their participants different titles, some received a specific title and some received a non-specific title, some participants were given the title before the passage was read and some after the passage was read. After determining who got which title they read them a passage looking to see how many different ideas from the passage they could recall. They came to the conclusion that those who were given specific titles and that had them given to them prior to the passage was read were able to recall more then those that received a non-specific title or those that were given the title after the passage was read. The results do show that schemas do help with recall depending on how they are used and when. For our first replication of the experiment we decided to use one of their techniques of experimenting, which involved giving a specific title and a non-specific title.
...re I think if the participants are not aware of it, the false recall rate will increase. And if there are more words presented, my assume is that it will increase the false recall rate.
One of the first things to be explained is that color has some very specific qualities and they are Chroma, hue and value. First is the Chroma which is the intensity of color or how strong the color comes across to the perceived view of the person. Then there is Hue, which is the name of the color and it is what allows us to distinguish one group of colors from another of a different family. Finally there is Value, and that is defined as the levels of lightness to the levels of darkness and allows us to tell the difference of the color within the indexes of light and dark color. Then there are the basics of memory, simply put it is the ability to perceive and store an event and then later recall said event when later needed for reference.
Memory is very important in everyone’s lives. Without the previous memory, or memory of the past, probably most of people can’t even think about what the future has in store. People wouldn’t be able to remember what they did yesterday, today, or tomorrow. Without it, people can’t learn new things, or anything at all. Learning would be futile and void without memory.
In daily life, memory is used all the time. When we go to buy things, we would remember the list of items what we are going to buy. At school, we would also need to have revision in order to remember the materials for examination. Or even, when we meet friends, we would also need to recall their names. Thus it is important to know and understand how we remember such things so that we can effectively recall them when necessary. Obviously, we do not need to remember the exact position or order of things in daily life. We would have our own pattern for remember and retrieve information (Ashcraft, 2010). This is named as free recall, which items recalled in any order (Francis, Neath, MacKewn and Goldthwaite, 2004). However, many researchers found that the probability of recalling items (such as words, letters, or numbers) does in fact depend on the items position in a list. The most striking finding is that words at the beginning and end of the list are often easier to recall than those words in the middle of the list. Thus, when the results of a free recall experiment are plotted on a graph; a u-shaped serial position curve can be obtained. This is often referred to as the serial position effect that is affecting our memory (Smith, n.d.).
Williams, Y 2003, ‘Retrieval Cues: Definition, Examples & Quiz’ Education portal, Veiwed on the 22nd of march 2014
Learning to tie shoes and ride a bike requires the encoding, storing, and retrieving of past observations of the procedure. With a lot of practice, children master these skills so well that they are able to remember them the rest of their lives. Memory is the storing of information over time. It is one of the most important concepts in learning; if things are not remembered, no learning can take place. As a process, memory refers to the "dynamic mechanism associated with the retention and retrieval of information about past experiences" (Sternberg 260). We use our memory about the past to help us understand the present. The study or memory in psychology is used in different ways, as well as there are many different ways to study how memory works in humans. In psychology there are many tasks used to measure memory, and different types of memory storages that human's use, such as sensory storing, or short term storing. There are also a lot of techniques that humans use to improve their memory, which they can use to learn, such as mnemonic devices. All these things can be classified as important issues in the study of human memory and ways of learning.