A Short Note On Silent And Oral Modes Of Learning

In each trial, the participants were presented with a sequence of words on the left side of the window. Each word was presented for one and a half seconds. After all the words were presented, the response buttons were presented on the right side of window. These response buttons were labeled with words from the sequence along with new distractor words that were not part of the sequence. The goal of the participants was to click on the response buttons and identify all the words that were part of the sequence. The independent variable for this study was the types of words that were presented on the test (response buttons). The dependent variable was the percentage of each types of items reported.

The hypothesis is that when trying to remember the word pair list with whatever memory methods used, the beginning and ending word pairs will be remembered most often. The subjects that were chosen came from Indian temple friends and classmates in chemistry class. The target population was eight subjects in three groups, which was a total of twenty-four subjects. There were eight subjects in the control group and eight other subjects each in the two experimental groups. They were divided into control and experimental groups randomly being a mix of temple friends and classmates. A independent variable is manipulated or changed. The independent variable was the word pair list needed to be memorized. The dependent variable is what is being measured in an experiment, which was the results of the word pair test. It was a single blind experiment, which is when only the participant does not know whether they are part of the treatment or control group.

ABSTRACT: The purpose of this experiment was to test whether a delay before recall would affect the serial position effect. The experiment was done by getting participants to take part in a simple tests; hearing words read out, then after they are read out, recalling them and writing them down. Two of these tests took place, one without a gap before recall, and one with. The results only partly supported previous research, with both tests showing a higher number of people remembering words at the start of the list, but unlike previous research findings, the last words of the list were not remembered

The study consisted of fifty, female, undergraduate college students. The ethnicities that were use for this study were African American, European, Asian, Hispanic, biracial, and a very slight percentage was categorized as other. The experiment would begin at 5:00pm everyday, for four weeks. One of the three groups was administered each day. The three groups were either peppermint, expectation, or control. Each participant was seated down, given an instruction sheet, a laptop, and was not able to see the other participants from their view.

Wittenbrink, Judd, and Park (1997) studied eighty-eight people from the University of Colorado, who were in a psychology course, in order to receive points for their class. African Americans were not included. Caucasian American participants had to do three irrelevant assignments. One involved classifying to which race people belonged to according to first names. In this way, a connection with race categories was reinforced and was used as group primes. Following this, they had them do a response time assignment (out of awareness procedure), where they were asked if different strings of letters on the computer were a word or were not a word this was part of the Lexical Decision Task (LDT) (Wittenbrink, Judd, and Park, 1997). Before presenting the words

This activity was utilized to promote word recognition and increase the experience of reading multiple syllabic words. Allowing Addison to recognize base words, word patterns, and affixes. Addison was required to locate new words contained in the word and use new parts to make a new word from the original word.

Design for this study was a within-participants design. IV is the conditions which were presented to the participants, thus Condition 1 with colour related words and Condition 2 with colour neutral words, both conditions included 6 words, each word was shown five times in their incongruent colours. DV was the overall time achieved for each condition measured in seconds. The order was counterbalanced therefore participants with odd order numbers were firstly given condition 1 and then condition 2 and vice versa for the even order numbers.

After the 15 words, 16 buttons appear with words and the participant is then asked to recall the original 15 words presented in the list in no order. Some words were original list words, and others were the distracters or lures, related and unrelated. Once they are done, the participants are asked to move on to the next trial, to start with the next sequence of 15 words. The independent variable of this study is the original list words, and unrelated distractor words not on the list and the related distractor words, not on the list. The dependent variable is the percentage of each type of words

The participants were told to pay close attention to words because they would be asked to recall the words. Apart from this in order to make sure that the participants were paying attention to the words they were told to rate each words as either “concrete” or “abstract". The dependent variable in the study was the amount of words that were recalled as-well as the reaction time of how long they took to rate the words.

Design A repeated measures design was used. Each variable exhibited one of 3 levels of congruence. Congruent variables consisted of words which matched both in semantic meaning and font colour, Control variables had semantic meanings unrelated to their colour (for example the word "house" presented in blue), and incongruent variables had semantic meanings which contrasted with the colour in which they were displayed (for example the word "blue" displayed in the colour red). 16 variables of each type were presented to each of the 20 participants tested. Each level of congruence was randomly distributed throughout the test. Reaction times were measured for each participant for each stimulus, as related to the congruence of each stimulus responded to.

According to Levels of Processing framework, developed by Craik and Lockhart (1972), the duration that a memory is held, is determined by the level at which the information is encoded. Episodic memory recall is a cognitive process involved in consolidating the information presented. The ‘depth’ of processing occurring during the encoding of a memory, relates to, how well information is recalled later. To clarify, information that we process semantically (i.e., by its meaning) comprises a deeper level of processing than information we process structurally (i.e., appearance). Thus predicting, the deeper an individual processes information, correlates with the duration a memory trace will last. Consequently, memory is a by-product

The research design used was an experimental, within subject and between subject design. The participants in the study included seventy-one non-Asian undergraduates from University-of New-South-Wales, Australia who received partial course credits for completing an experiment on the effect of chemicals in food on memory. The data was collected by having each student perform a Stroop color-naming task in which they first named aloud the ink colors of 44 blocks and then named the ink colors of 44 color words in which the fonts were printed in a color different from the word, for example the word red printed in green ink. Once, the Stroop task was completed the participants who were randomly assigned to the divided-attention condition were asked

A sample of 20 volunteering participants, 10 men and 10 women, aged 18-69, took part in the experiment. Participants were given two conditions, one list with colour-related distractor words and one list with colour-neutral words. For each participant, time necessary to name the ink colour of the list of words was recorded per condition.

The control conditions were the group of participants, the number of words read, and the environment in which the task was performed. These conditions were controlled to ensure that any variation in the times taken to perform the tasks of reciting the lists was caused by the difference in color and word which was written.

After this task, all participants completed a memory experiment. For the experiment, the participants were given a list of 30 words. They had 2 minutes to evaluate this list after which they had to write down as many words as they could remember.