A Natural Setting Using Images Aid Memory Recall

How is memory encoded and what methods can lead to greater recall? There have been many different models suggested for human memory and many different attempts at defining a specific method of encoding that will lead to greater recall. In this experiment subjects are asked to do a semantic task on a word related to them and an orthographic task in which they analyze the letter in the word. The results of the experiment indicate that the words which where encoded semantically and are related to the self have greater recall.

The results of Roediger and McDermott’s experiment were very significant. The participants recalled the critical distractor words 40% of the time compared to 14% recall of the normal distractor words. When they

“…unless our words, concepts, ideas are hooked onto an image, they will go in one ear, sail through the brain, and go out the other ear. Words are processed by our short-term memory where we can only retain about seven bits of information (plus or minus 2) […]. Images, on the other hand, go directly into long-term memory where they are indelibly etched.” (qtd. in Gutierrez)

I developed and determined my project because I immensely wanted to deal with the human cognition and memory for this year’s science fair. I started to initiate my project when I realized I wanted to work with memory mainly because of the fact that we use our memory for practically every moment in our life. I was also interested with our brain and our nervous system and their basic function. Although I really developed experiment when I was in a math classroom and my teacher decided to play music in the background while my class worked, and I felt quite distracted. Although I found that, many students in the classroom actually worked well with the music on. After that, I started to gain an interest in finding out more about the human

Allport, Postman (1947) and Loftus (1974) also support Bartlett’s idea of reconstructive memory. Loftus mainly focused on the reliability of eyewitness testimonies. As done in this experiment, Loftus and Palmer conducted a study on the effects of wording a question differently and how that would affect the answer. In the experiment the researchers used two different verbs on two different test groups. One was “contact” the other was “smashed”. The effect of this was a change in the speed estimated by the participants. The verb “contact” gave an average speed of 32mph while the verb “smash” gave an average of 41 mph in the experiment conducted by Loftus. There is a positive correlation between word use and how memory is retrieved because of it.

15. The purpose of this study is to assess the effects of speed on the recall of abstract and concrete words. The hypothesis of this research is that words heard at normal speed will be easier recalled then those heard at a fast speed.

In experiments of scene memory, subjects viewed hundreds of photographs of natural scenes. Afterward, they were asked to identify which photograph they had seen and which ones they had never viewed before. Even though subjects can recognize previously viewed pictures very well, the memories were not linked to the precise visual form. In addition, subjects failed to detect changes when the images were mirror-reversed. These

Each experiment had the same procedure among different participant groups. The participants in the first experiment was thirty-one undergraduate or graduate student from the University of Cambridge. For the second experiment, fifty-nine people were recruited by community advertisement. And in the last experiment, twenty-seven survivors from fatal motor vehicle accidents, who developed PTSD (PTSD+) or never suffered from PTSD (PTSD-), were recruited through newspaper advertisements and from local clinics. In each trail of the experiment, the participants need to complete a storage task, which required them to remember 4 to 7 words, and an operation task, which asked them to count the number of a specific shape before and after the present of words. The words and shapes was shown over a neutral or negative background. In each trail, the participants need to complete the task 6 times. In each task, over a background image, four shapes popped up with 250ms each, and a word would appear for 350ms, and the other three shapes would show up with 250ms each. After that, the background image disappeared and the participants need to answer a question about the number of a specific shape they saw. After repeat this for 7 times, the participants were asked to write down all the words they saw in the order they presented. The percentage they correctly recalled was recorded. In each experiment, the independent variables were the negative background

Human memory is a complex cognitive structure, which can be defined in many ways. One would argue that memory is 1.) The mental function of retaining information about stimuli, event, images, ideas, etc. after the original stimuli is no longer present. 2.) The hypothesized storage system in the mind that holds this information is so retained. A clear distinction is made between different types of memory systems and can be divided into subclasses.

A QUANTITATIVE STUDY TO ASSESS THE INFLUENCE OF CONTEXT AND PERCEPTUAL CUES ON MEMORY RECALL.

The children accurately identified more images that were shown from the first part of the experiment than the adults. This proves that the myth, “children memorize much more easily than adults” is true. Based on the results it is easier for the children to remember what they see or trying to remember because its easier for them to use their basic skills than adults. Children have more capabilities to easily remember because they pay more attention to the details than adults. On the other hand, adults prefer to categorize what they see or trying to remember because it makes it easier for them to remember, therefore they don’t easily remember every details unless they are prompted to remember them. Adults are also good at memorizing but they

Elliott (1973) examined the concept that those who used imagery would have better recall than those who used rehearsal memory techniques while performing an additional task of either looking at an unrelated picture, reading a short passage or listening to numbers being recited. He also hypothesized that words that were more concrete in nature would have a higher recall rate than those that were abstract. As he expected, Elliott (1973) found that those who used imagery to memorize information did better on recall during all three additional tasks and that concrete words overall had a higher recall rate. He further cemented this idea when he unexpectedly tested participants on their long-term memory after

However, half of the participants were assigned a File A containing 8 words while the other half were assigned a File A containing 2 words. Furthermore, all the participants were assigned a File B containing 8 words. When the results were analyzed, experimenters discovered that for trials in which File A contained 8 words and trials in which File A contained 2 words, participants that saved File A remembered a significantly larger proportion of the words from File A than participants who did not save File A. Participants that saved a File A containing 8 words also remembered a significantly larger proportion of words from File B than participants who were assigned a File A containing 8 words but did not save it. However, participants that saved a File A containing 2 words and participants who were assigned a File A containing 2 words but did not save it did not significantly differ in the proportion of words they remembered from File B.

The term cognition refers to all the mental structures and processes involved in reception, storage, and use of knowledge, which involves the analysis of memory and mind. (Psychology book) Copious research has been conducted by psychologists on memory and different methods to how to better recall words. Studies by Atkinson and Shiffrin, Paivio, and Bower accordingly came to the conclusion that words tied to visual imagery have a stronger chance of being remembered than just their verbal associations.

The aim of this study was to examine the influence of contextual schema on the recall a passage. I tested this by reading a passage to two groups of participants. In this experiment we were testing if content affected recall so the image was the independent variable and the dependent variable was the amount of phrases recalled. This experiment uses an independent sample design, and participants were gathered by an opportunity sample of students, 11th and 12th graders at Atlantic High School. The participants were divided into random groups. Group one was given the picture and heard the story while the other group only heard the story.The results of the participants with context had a mean of 3.625. The group without context had a mean of 3. Therefore, the conclusion of this experiment indicates that having context affects the recall of information. Having content such as the image used, makes memory retrieval easier. Having context gives the user extra help for remember the information.