The Accuracy Of Performance When It Came

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.

Participants in this study were online graduate male and female students at Southern New Hampshire University (N= 14; 7 women and 7 men), ranging in age from 21-30 years old.

Participants in this study were online graduate male and female students at Southern New Hampshire University (N= 20; 10 women and 10 men) ranging in ages of 30 or younger.

Figure 2- A graph showing percentage of people that successfully recalled each word in Test 1. The graph shows a defined spike in the beginning, however the words at the end do not seem much higher than that which is in the middle.

The strengths of the study is that is cost effective and does not require a lot of funding. Another strength is that George Mason University has a very diverse population, thus there is a high chance of obtaining a racially and culturally diverse group when randomly selecting the participants. Furthermore, the study also included staff and not only student in order to diversify the participant’s backgrounds as well. In addition, having both female and male participant’s makes it more diverse opposed to how many other studies that have solely focused on one gender. Although the study has many strengths, there are also some limitation to take note of. One of the major limitations is that the study is working with a very small sample size. In

The sample will consist of current University of Texas at Dallas students from different classification levels. An estimation of 80-100 surveys will be taken. Demographic collection will be collected prior to administration and will compose of age, gender, and classification level, if they are currently attend UTD, along with whom and where the participant lives.

, we interviewed 165 students. 79% of the students were in ninth grade as Freshman, 8% were in tenth grade, 10% were in eleventh grade, and 4% were in twelfth grade as seniors. The participants were made up of 58% male

In 2011, Betsy Sparrow’s experiment tested college students on a number of different levels of retaining information. For the second experiment, participants were asked to read and type phrases into the computer and told to remember the phrases. Some were told their phrases would be retrievable, and others that their phrases would be not be saved. In regard to those that were told their phrases would be saved, she stated, “Participants apparently did not make the effort to remember when they thought they could later look up the trivia statements they had read.” (777). She points out that all participants were asked to remember the phrase, therefore, that specific request had no bearing on the results. “Participants were more affected by the cue that information would or would not be available to them later, regardless of whether they thought they would be tested on it.” (777). Google, and other search engines, are slowly replacing the internal memory functions of encoding, storage, and retrieval when there is an option of letting a computer do the work.

34 college students (ages 18-27) were recruited from the general student population of the University of North Texas

The participants of this study are 100 randomly selected female freshmen at Stanford. They will be randomly selected by going down the class list and emailing every seventh female until 100 students agree to participate in the

Two experiments were conducted; revealing false recall as well as false recognition in a list learning paradigm (Roediger & McDermott, 1995). Furthermore, the results from the second experiment state that, participants “recalled the critical non-presented word on 55% of lists” (Roediger & McDermott, 1995, p. 808). Both the AMT and FTT can account for these results, by using different assumptions. However the AMT is able to provide a much thorough explanation for these finding compared to the FTT. The AMT suggests the spreading activation mechanism would accidently activate the lure word (critical non-presented word). As a consequence, this could increase the probability of participants mistaking the ‘lure’ word for one that was previously on the presented list. Arndt (2010) stated: “although activation is the primary process... activation alone is insufficient to explain why people behave as if lures were experiences in a particular encoding context” (p.2). Perhaps, in the other 45% of the lists where the lure was not recalled; this can be explained by the monitoring process. The monitoring stage helps participants determine between which words are produced internally and which were previously encountered; either at the time of encoding or

The target population was high school students. To withdraw relatively equal sample of students from every grade level, eighteen freshmen and twenty-three sophomores from two English classes were chosen. The upper-class participants included twenty-six juniors and twenty-four seniors from two AP Psychology classes. In total, the sample size were 91 participants, with 42 female participants and 49 male participants.

In this experiment we replicated a study done by Bransford and Johnson (1972). They conducted research on memory using schemas. All human beings possess categorical rules or scripts that they use to interpret the world. New information is processed according to how it fits into these rules, called schemas. Bransford and Johnson did research on memory for text passages that had been well comprehended or poorly comprehended. Their major finding was that memory was superior for passages that were made easy to comprehend. For our experiment we used two different groups of students. We gave them different titles and read them a passage with the intentions of finding out how many ideas they were able to recall. Since our first

In their second experiment the participants were asked to read, then type forty memorable trivia statements. After this activity, they had to write down as many of the statements that they could recall. This experiment was done to reveal if humans will remember information that they know they will have access to later on. The experiment revealed that people will better recall what they need to know if they will not have access to the information later, versus if they are told that they will have the opportunity to search up the information later, people will not put in effort into remembering the information (Sparrow).

Department heads for each of the disciplines will be contacted by email to alert them to a forthcoming request for access to students enrolled in their courses. The department heads will be asked to make initial contact the professors in their department to plumb for interest in the study. Complete packets of information describing the study purposes and procedure will be provided to those professors and department heads who indicate that they are willing to assist with access to study participants. Data collection and data analysis will be conducted by this author and by research assistants recruited by the author, such as teaching assistants and students enrolled in the social sciences classes