The Effect Of Ink Color ( Cool, Warm And Black ) On The Memory Of Students

The vice-president at M&M and Mars who is in charge of the blue M&Ms claimed that eating blue M&Ms can improve memory. He has asked a group of researchers to test whether blue M&Ms can improve memory. The researchers have designed an experiment to test whether or not this theory is accurate. Researchers have come up with a memory test to test the memories of participants by using blue M&Ms. The test asks each participant to memorize a list of numbers. Then, the data will be analyzed to see whether or not blue M&Ms improved their memory. The hypothesis that the researchers came up with is as follows: If people consume blue M&Ms, the short-term memory of high school students will be improved according to a visual numbers test.

A) Mr. Gualtieri cannot draw a conclusion about a cause-and-effect relationship from the evidence he has because he would be too quick to determine the factors that are affecting the students’ learning, development, and behavior (Ormrod, 2014, p.11). Instead of worrying about the cause-and- effect relationship from the evidence, Mr. Gualtieri should scrutinize the research report carefully; therefore, he must answer two questions. First, he must determine if he separated and controlled variables that might have an influence on the outcome. Second, he must ask if he has ruled out other possible explanations for his results? (Ormrod, 2014, p.11). If Mr. Gualtieri’s answers to both these questions are yes, then he should be able to draw a conclusion about the cause-and-effect relationship. Unfortunately, “yes” is not the answer to the two questions. This software program may not lead itself to experimental manipulation and tight control of other potentially influential variables because it is considered as a quasi-experimental study (Ormrod, 2014, p.10). Some of these influential variables that cannot be

In this experiment I tested kids in grades k-8 to see who had a better memory girls or boys. My Hypothesis would be that girls would have a better memory than boys. My result showed that the boys had a better memory than the girls. This made My hypothesis incorrect. In this paper I will tell you history on the simon game I used for my experiment. I will also tell you the differences between girls and boys brains, and how memory works and why girls and boys are better at different tasks.

Existing studies have shown that females were more likely than males to correctly remember information, and also to do so slightly faster (Speck, Ernst, Braun et al, 2000). This experiment will further explore this disparity in male and female memory.

This question is the reason the experiment was constructed and conducted in this manner. An important part of constructing an experiment is having a hypothesis. For this experiment, the hypothesis was, if males and females were both tested for short-term memory, then the females will perform higher and better then the males, because the hippocampus in the female brain is slightly bigger compared to the male hippocampus. For this experiment, the results supported the hypothesis in the manner that the females were twenty percent more accurate than the males. One scientific reason that the females preformed more accurate than the males is the hippocampus size difference. The hippocampus controls memory, which of course includes short-term memory. Size difference in the hippocampus, having the female’s hippocampus bigger explains why they have a better accuracy in short-term memory

Stroop reported participants required 47 seconds more to identify incongruent color-word pairs than to identify ink colors – a 74% increase in time. Additionally, Stroop found women were an average 8.2 seconds faster than their male peers at identifying ink squares (5.17 times its probably error) (p. 18). Stroop’s third test was used to view the affects practice has on participants’ speed. It utilized all four previous stimuli, and participants were given 4 half-sheets of the same test for 14 days, with the test type changing day-to-day. Stroop reported participants had faster times identifying naming ink colors of words with increased practice, and found that increased practice at identifying colors in either test from experiment two was correlated with loss in speed when reading words printed in incongruent colors

Standardized tests force students to build and train their memorization skills in the brain instead of focusing them to improving their overall intelligence (Olson). A group of researchers from Santa Monica, California studied elementary and middle school children in North Carolina by analyzing their math and reading scores for a decade between 1990 and 2000. (Olson) . "If one were to look for signs of improvement by closely tracking changes in mean [test] scores from one year to the next, 50 to 80 percent of what one observed would be temporary— either due to sampling variation or some other nonpersistent cause" (qtd in Olsen). When the Boston College's Center for the Study of Testing, Evaluation and Educational Policy surveyed 2,200 teachers and interviewed 300 teachers from six different urban cities, the research resulted to confirm that school’s emphasize the use of memorization instead of reasoning skills due to the raising pressure for students to gain high scores on exams (Chira). These studies reflect the immense dangers of memorization. By memorizing isolated facts, student neglect to logically discover and explore the full understatement of the subject (Orlin). To Ben Orlin, memorization is described as a frontage road: “It runs parallel to the

levels and thus make students more efficient. The limitations of this study were a small sample size and that its participants consisted mainly of Caucasian females.

Thermochromism refers to the phenomenon of color changes by the agency of heat. Obviously, the color changes are made possible by the temperature-induced chemical or physical changes of materials incorporated into the inks.

This is an example of a remembering question because the students are asked to recall information. In this case, they had to remember the color grey, as the sky was grey.

The results of the experiment indicate that recall is more accurate and easier when a set of numbers are smaller chunks as opposed to larger chunks. The mean recall of the control group was 8.81 compared to a mean of 4.69 in the experimental group. These findings are consistent with David W. Fendrich and Raina Arengo’s (2003) findings which indicate that the length of a string of numbers does affect the ability to recall. Although the participants found it significantly harder to remember the numbers in larger chunks, the results do indicate that it is difficult for participants to recall chunks when the number of chunks surpass the “Magical Number Seven” plus or minus two based on Miller’s (1956) findings. This supports the hypothesis of this experiment and confirms the findings of the original experiment. However, the results may have occurred because of the overwhelming amount of numbers in the experimental group as opposed to the minor amount of numbers in the control.

During lesson time we performed an experiment in which we had to measure our pulse rate before and after exercise. Each member of the class collected there own data from the experiment which we then put them all in an a table to compare results. We used this data and compared the pulse rate of each student. By looking at the

The participants were 293 university students doing a 200 level Psychology paper. 290 students (99%) completed the non experimental—survey questions properly and 3 students (1%) did not. The 3 students who did not complete the survey questions were dropped out of the experiment. Out of the 290 students in the experiment, 77 were males (27%) and 213 were females (73%). Participant’s age ranged from 17 years and above. Out of the 290 participants, 27 were aged 17—18years (9%), 189 ages 19—20years (65%), 39 aged 21—23 years (13%) and 35 aged 24 years and above (12%).

Have you ever had an eventful story of your childhood that you seem to always retell every time you meet someone new? That is because you are able to access the memory of the event in your mind that was stored in your long term memory. There are three different types of memory each one having a different purpose. First being the long term memory which stores memory’s for long periods of time. Next is short term memory also known as working memory which only last for an estimated 15-30 seconds. Finally is sensory memory which is the ability to remember sensory information. Throughout time it has been constantly said that women have better memory than men. In order to gain a better understanding between the difference of gender and memory multiple tests have been conducted. With regard to memory this study is focused primarily but not limited to short term memory. Short term memory meaning the capacity to store a minimal amount of information for a short period of time. Conductive to this study the research covers a large array of different tests in order to determine which gender has the superior memory. These multiple test includes but isn’t limited to test discerning faces of people of different and same races, telling apart different shapes, words, and figures, as well as determine object location through memory. Each group was tested based off of their memory and their ability to recall what they were shown. Thus given the results of these multiple studies we are able to

Each of these 60 students will complete a Likert scale questionnaire that will assess each participant’s perception of school climate. These 60 students will be split into two separate groups via random assignment. Each group will contain 30 students. There will be a control group and an experimental group. The experimental group will receive an intervention of a character education program. The control group will receive no intervention. The character education will be provided to the experimental group during the first five minutes of history class. All 10th graders share the same history teacher and each class meets five days per week. The same questionnaire will be given to all participants at the end of the experiment’s 16 week period.