Testing Longer Memory Searches Experiment

The Memory Interference Test (MIT) is a computerized experiment that gauges the cognitive functioning of undergraduate students through visual or auditory prompts to test memory. The MIT is particularly used to test patient’s memory in situations where a brain injury is in question, the results in performance are compared to standardized scores of their peers. There is an inverse relationship between the amount of memory target items and performance: as the number of items the subject was exposed to increased their performance significantly decreased (Komori 2016). Does previous expose to the MIT and thus previous exposure to other target items account for the decrease in number of correct items?

In experiment 1, participants were instructed to press a key to determine if the stimulus was red, blue, yellow, or green. On the second half of the experiment, the stimulus appeared in grey with only one colored letter which was positioned randomly. Error rates for the experiment were below 2.5% for each condition, which is quite low. Experiment 2 was the same as experiment 1 except that there were 114 data collections instead of 288 and there were 36 practice trials instead of 72. According to experiment 1 and 2 it is suggested that the effect of

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

memory: every time you read look for comparisons, and ask yourself, “Where have I seen this before?”

Ullsperger, Bylsma, and Botvinick (2005) investigated whether the findings of Mayr, Awh, and Laurey (2003) can be replicated and how much they can be shown across different task performances. Their specific study was motivated by a prior experiment where Gratton, Coles, and Donchin (1992) found that after an incompatible type trial reaction times were reduced and target processing occurred more frequently than flanker processing on the next trial. Botvinick, Braver, Barch, Carter, and Cohen (2001) believed that this follows the conflict monitoring hypothesis where incompatible trials involve a conflict with the response leading to greater top-down information processing (Botvinick, Nystrom, Fissell, Carter, & Cohen, 1999). However, Mayr et. al (2003) argued that the congruency sequence effect found by Gratton et al. (1992) was due to repetition priming because of stimulus repeats in a flanker task. This may have led to a faster reaction time with repeated trials. Mayr et al. (2003) used two experiments to present evidence for their argument. Both experiments failed to show the effect found by Gratton et al. (1992) when target and stimulus items did not repeat from trial to trial.

Richard Rodriguez, in the passage “Remedial Reading” from his autobiography “Hunger of Memory”(1982), promotes active reading as a developer of one’s mind. He justifies his position by describing his initial experiences with reading, specifically his attachment to the reading. Rodriguez’s anecdote functions as an encourager of stubborn minds trying to read and displaying its potential to change their life for the better. Rodriguez uses a very descriptive style that may be too verbose for children but compliments the verbosity with enough explanation of his purpose for his message to be known or ascertained.

The hypothesis that in Experiment 1, words at the beginning and end of a list would be better remembered while in Experiment 2, words at the beginning would be better remembered, was partially rejected, while still being partially true. The hypothesis that a delay would in fact make a difference was supported. In both tests, words in the first third seemed to be remembered by significantly more of the participants. However despite the predictions, words in the last third of experiment 1 seemed to be not significantly more than words in the middle third. experiment2 did seem to fit with the hypothesis, as the words at the start seemed to be higher than the rest, but there was a absurdity on word 16, “ocean,” which was recalled 7 out of the 9 times. Apart from this, experiment 2 seemed to support the hypothesis.

The author of the following excerpt concluded that the study was statistically significant. The hypothetical research article compared memory test performance between two groups of participants: those who consumed a caffeinated beverage before the test and those who consumed a non-caffeinated beverage:

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

Explain the experimental setup for the conditioned place avoidance paradigm and what this experiment adds to the validity of the overall results.

The experiment is as follows; one hundred students, randomly selected, participated in a context dependent memory experiment. twenty five were in each of the four following learn-recall situations; hot room-hot room, hot room-cold room, cold room-cold room, cold room-hot room. They were asked to spend thirty minutes learning a list of thirty words. The next day they were asked to recall those words in a fifteen minute time period. There are no results.

The main focus of the experiment is the idea of conflict resolution and whether a conflict between an original memory and false information is resolved at the time that it is presented, or if it is resolved at the time the subject is tested over it. The researchers hypothesized that if a conflict between false information and an original memory is resolved when it is first presented (before being tested over the two), then the response time to a test question about the false information should not be longer than the response time to a question about the original memory (Loftus et al,

Sternberg posed subjects the task of identifying whether or not a target letter, the "probe item" (BOOK, YEAR, p. 181), appeared in a set or not after storage in short-term memory, retrieval of which was timed, in order to investigate the processes of short-term memory. Subjects were given probe letters in various groupings, and then stopped a timer when they had verified the presence of the probe items in a second group of letters or not. This was an innovation on earlier research where the "father of Dutch opthalmology" F. C. Donders (Duke-Elder, 1959, p. 1) had tried to imply memory speed by subtracting one verbal memory task from a group of other tasks, which Sternberg improved by increasing and standardizing test iterations with methodical variation, so that a more robust sample could then rule out confounds introduced by potential interaction between Donders' test elements (BOOK, YEAR, p. 181). The result was a pathbreaking insight into how short-term memory achieves retrieval, which Sternberg found was "serial exhaustive" (BOOK, YEAR, p. 184), where the short-term memory starts by verifying the presence or absence of the probe item in the first position in the "memory set" (ibid.) group of letters, and then started checking the second position for the probe letter(s); and then the third, to the nth set position, rather than searching the whole memory set at the same time (parallel), in

For my science project, I will be testing font impact on memory. My research question is (insert research question here.) I am going to research font size, font text, and what effect it has on test subjects’ ability to recall back the written information. I chose this project because I am interested in finding out how and why one thing affects another. I also hope to find out similar projects from the past and their results.

Prior to the early 1970s the prominent idea of how memories were formed and retrieved revolved around the idea of processing memory into specific stores (Francis & Neath, 2014). These memory stores were identified as sensory memory, short-term memory, and long-term memory. In contrast to this idea, two researchers named Fergus Craik and Robert Lockhart proposed an idea linking the type of encoding to retrieval (Goldstein, 2015). This idea is known as the levels of processing theory. According to this theory, memory depends on the depth of processing that a given item is received by an individual (Goldstein, 2015). Craik and Lockhart stressed four points in supporting their theory. First, they argued that memory was the result of a series of analyses, each level of the series forming a deeper level of processing than the preceding level (Francis & Neath, 2014). The shallow levels of processing were believed to hold less importance and are defined as giving little attention to meaning of an item. Examples of which include focusing on how a word sounds or memorizing a phone number by repeating it over and over again (Francis & Neath, 2014) (Goldstein, 2015). The deeper levels processing involve paying close attention to the meaning of an item and relating that meaning to something else, an example of which would be focusing on the meaning of a word rather than just how the word sounds (Francis & Neath, 2014) (Goldstein, 2015). The second point Craik and Lockhart