Measuring The Ability Of Correctly Recall Different Character Sets That Similar Or Dissimilar Distractor Tasks?

In the last half century several theories have emerged with regard to the best model for human memory. In each of these models there was a specific way to help people recall words and

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 Code Substitution (CDD) Learning is Immediate and Delayed Memory Tests. This test is based on the symbol digit-coding paradigm. The ANAM rendition emphasizes scanning and paired associate learning of the symbol–number pairs. The test also includes a recall component. A string of up to nine symbols and nine digits are paired in a “key” across the upper portion of the screen. During the test, there is a box at the bottom of the screen that contains a single symbol–number pair. Pairings at the bottom change and at times match the pairing in the key at the top. Other times the pairing is incorrect. During the learning phase, the participant indicates whether or not the pairings at the bottom match the key and receives feedback for incorrect responses. An immediate and/or a delayed recall trial can also be included. During the recall phase (M2S), there is no key at the top and the participant must indicate if the pairings appearing at the bottom are correct or incorrect from memory

To review the methodology in relation to the study, a substantially precise battery of neuropsychological tasks was used to compile the data for this article. The list of neuropsychological tasks was inclusive of the following assessments:

The results indicated Mayra’s ability to process information that was being held within short-term memory was within the Above Average range (Working Memory standard score = 113). Mayra’s performance of the subtest Recall of Digits backward (T-Score = 60) was better than her performance on the Recall of Sequential Order subtest (T-Score = 55). Both tasks required Mayra to listen to a list of verbally presented words and/or numbers. She was required to hold the list in short-term memory while working on the list and re-ordering the words/numbers. Recall of Digits Backward was presented verbally. On Recall of Digits Backward, Mayra used an interesting strategy to successfully recall the numbers. When she struggled to remember the order of the numbers, she would verbally recall the list in the initial order and go back and say them in the required, backward form. On the Recall of Sequential Order subtest, the examiner presented the lists of body parts verbally. Mayra was required to encode the presented information and store it in her short-term memory. Then, she needed to mentally manipulate the encoded information to produce the body parts in a specific order. The ordering of the information required Mayra to visualize the body parts in sequential order from head to toe (e.g., elbow, foot, shoulder → shoulder, elbow, foot). Most

Salame and Baddeley (1986) attributed this disappearance of phonologically similarity to the assumption that the strategy of phonological coding is 'abandoned' as a list length is increased. In addition, Baddeley (2007), posits that this abandonment for longer lengths is due to overloading the phonological system. This is consistent with the study by Imbo and Vandierendonck (2007) where results also suggested a list length of more than five letters would overload the phonological system. Furthermore, research suggests when abandonment of phonological coding occurs, executive processes and other strategies such as semantic coding are used instead (Imbo & Vandierendonck, 2007; Larsen et al., 2000). In contrast, Spurgeon et al. (2014) questioned why phonological coding would be abandoned in very short or very long lists yet be used in middle length lists. By using varied length list, Spurgeon et al. (2014) suggested that phonological coding is not abandoned but used throughout however, PSE is sensitive to floor and ceiling effects thus only showed significance in middle length

As for the evidence of the working memory system, two British researches, Alan Baddley and Graham Hitch, have proposed a model in how to explain the working memory system. They have suggested that the system contains many different parts, and that the main working part of the system is the central executive. This central part is able to delegate tasks for the low-level “assistants” to handle, since these assistants are not able to actually analyze a situation on their own. The articulatory rehearsal loop is one of the assistances that allows a person to remember, and is the most beneficial in many ways. This assistant allows you to recall information that is previously stated by repetitively stating the information in our head, which is known as subvolcalization, or silent speech. Furthermore, Baddley and Hitch’s model suggest that we are able to see the existence of this working memory through “sound-alike” errors, because our bodies rely on this rehearsal loop or memory to recall information. In a study, there was a control group which was given a normal digit-span test. In the other group, people were asked to perform concurrent articulation when they took the test. Although this concurrent articulation is not difficult, it does affect the use of the articulatory loop and decreases the memory. With that being said, manipulation of a

Using paired wordlists of nouns, Bower and Gordon demonstrated this in their 1970 experiment. In their study, they had undergraduate students learn paired wordlists by one of four methods – rehearsal of the two words; reading a sentence in which one of the words acted upon the other (i.e. “The boy hit the ball.”); creating a sentence which linked the two words (i.e. “Nancy threw her bag on the table.”) or creating a mental image of the two words together (i.e. imagining a basket of flowers) (Bower & Gordon, 1970). Results found that students who employed imagery did better on recalling the word pairs in comparison to other methods and those who utilized rehearsal had the lowest recall rate out of the four groups (Bower & Gordon, 1970).

Results indicated a significant difference between in-list items (M = 78.71, SD = 10.84) and normal distractors (M = 1.20, SD = 2.21), t(32) = 41.84, p = .001. There was also a significant difference between special distractors (M = 77.77, SD = 19.84) and normal distractors, t(32) = -21.8, p = .001. In-list items and special distractors indicated no significant difference, t(32) = .29, p = .768. This is shown by Table 1, which displays both in-list items and special distractors having similar endorsement percentages.

The study examined the relationship between working memory and dual-task coordination by testing for work recall. The effect of dual-task coordination should create gender interference in memory recall when the distracter task is active rather than passive. We predict that word recall will decrease when a participant engages in an active distracter task compared to a passive distracter task or not task at

Today, there are several projects that are in the process of assessing the cognitive functions of humans to enhance modern society. One of these current research projects is the computerized Memory Interference Test (MIT) conducted by researchers from the University of California, Los Angeles (UCLA). This program uses visual gestures or auditory signals to assess one’s memory at a particular time frame. The MIT is a 15 minute test that is administered to UCLA undergraduates,

The aim of the investigation is to research the use of semantically grouped words, to aid memory recall. This relates to studies such as the Method of Loci which believed since all the words are connected in an environment they are easier to remember as they are associated together. [1] The experimental hypothesis is that the number of words recalled will be increased by the words being related. Laboratory experiment was the method used, in a lecture theatre setting and a within participant’s design. Twenty, first year psychology students, ages 17 to 38 years old, were studied on their ability to recall words read out by the examiner after a period of time. In the first condition the words were unrelated while in the second condition the words were all related together and this caused an increase in the participants remembering them. In condition one the mean number of words recalled was 6.6 with the highest score being 9, while on the other hand, condition two had a mean of 10.2 words recalled and the highest scoring participant got 12 words correct.

The present study follows a 2 X 9 X 2 within-subjects design. The independent variables were Block (with 2 levels), Serial Position (with 9 levels: digits 1-9), and Trial Type (with 2 levels: quiet, or irrelevant speech). The dependent variable was Probability of Correct Serial Recall.

We are replicating J.R. Stroop’s original experiment The Stroop Effect (Stroop, 1935). The aim of the study was to understand how automatic processing interferes with attempts to attend to sensory information. The independent variable of our experiment was the three conditions, the congruent words, the incongruent words, and the colored squares, and the dependent variable was the time that it took participants to state the ink color of the list of words in each condition. We used repeated measures for the experiment in order to avoid influence of extraneous variables. The participants were 16-17 years of age from Garland High School. The participants will be timed on how long it takes them to say the color of the squares and the color of the words. The research was conducted in the Math Studies class. The participants were aged 16-17 and were students at Garland High School. The results showed that participants took the most time with the incongruent words.

The results of this study revealed that cognateness is strongly correlated with item facility (IF), 29%, followed by frequency, 23% suggesting that cognateness and more frequent words are easier to acquire and remember. All the three variables of word length are less correlated with (IF), between 7 to 8 %, suggesting