The Research Methods Of A Study On High And Low Frequency Word Group

This study followed three procedures: (1) the Burke Reading Interview (BRI) (Burke, 1987), (2) a Reading Miscue Inventory (RMI) (Goodman, 1973b), and (3) a Retrospective Miscue Analysis (RMA) (Goodman, Y. & Marek, 1996). In the forthcoming sections, I will explain in detail the protocols required for each of these procedures.

Here, the independent variable was the writing of words with or without distraction and the dependent variable was the time it took to complete each word task. The dependent variable was measured in seconds. It was determined that if distractions do not affect

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 materials used for this study included PsychMate Student Version 2.0 (St. James, Walter Schneider and Amy Eschman.) Psychology Software Tools, Inc. Along with the PsychMate software, a computer provided by Queens College was used in order to successfully complete the study.

Burgess and Hitch (1999) added to and tested the original model of the phonological loop. They created multiple lists: one with the combination of short and long words, one with short words, and one with long words. Burgess and Hitch predicted that the short list would have a higher recall rate, while the long list would take longer to memorize. However, the mixed list would take less time to recall but longer time to memorize (Burgess & Hitch,1999).

The article “A ROWS is a ROSE: Spelling, sound, and reading” Van Orden researches the effects of stimulus word phonology. This study was design to find out whether when a homophonic word was placed in a category whether the participant could identify the “homophone foils.” The procedure was as follows: participants were seated in front of a Gerbrands B1128 Harvard Model T-3A tachistoscope

Each experiment had the same procedure among different participant groups. The participants in the first experiment was thirty-one undergraduate or graduate student from the University of Cambridge. For the second experiment, fifty-nine people were recruited by community advertisement. And in the last experiment, twenty-seven survivors from fatal motor vehicle accidents, who developed PTSD (PTSD+) or never suffered from PTSD (PTSD-), were recruited through newspaper advertisements and from local clinics. In each trail of the experiment, the participants need to complete a storage task, which required them to remember 4 to 7 words, and an operation task, which asked them to count the number of a specific shape before and after the present of words. The words and shapes was shown over a neutral or negative background. In each trail, the participants need to complete the task 6 times. In each task, over a background image, four shapes popped up with 250ms each, and a word would appear for 350ms, and the other three shapes would show up with 250ms each. After that, the background image disappeared and the participants need to answer a question about the number of a specific shape they saw. After repeat this for 7 times, the participants were asked to write down all the words they saw in the order they presented. The percentage they correctly recalled was recorded. In each experiment, the independent variables were the negative background

A study was conducted by J.R. Stroop in order to test the effects of automaticity, specifically on reading. In one condition, Stroop presented his participants with 100 words, each of which spelled out a color, but the ink of the word was a different color than

The primary outcome in the current study was measuring the ability to correctly recall different character sets that included similar or dissimilar distractor tasks. To test this hypothesis, the number of correctly recalled character sets were analyzed by a 2 (character set: consonants vs. digits) X 2 (distractor task: word-based vs. number-based) between-subjects ANOVA. The main effect for character sets was not statistically significant, F(1, 106) = 1.16, p = .284, ηp² = .01. The main effect for distractor tasks also produced non-statistically significant results, F(1, 106) = 1.0, p = .758, ηp² = .001 . Lastly the interaction effect showed a non-statistically significant result F(1, 106) = 1.22, p = .271, ηp² = .011. Descriptive statistics for these data can be found in Table 1.

The experiment included a total of 151 participants (42 male; 109 female), all of which are enrolled in a Griffith University second year Psychology course.

Considering that this research included the use of observation, I learned that I should not rush. For example, while reading a report, I skimmed it and did not understand what the author was trying to convey. Therefore, I took my time re-reading the report and understood the author’s point more. In addition, I also learned that I remembered specific detail if the detail sounded odd. For example, when I interviewed Ocean Ramsey, I thought her name was unique. Thus, I was able to remember certain details she gave me. Taking my time and remembering things by using odd words, I am able to be a sufficient

Gardener, Watson and Craik hypothesized that there would be a positive correlation between remembering key words and the amount of time spent thinking about those key words. The dependent variable or manipulated variable was the amount of time given between word lists, in hopes that, as the lists were read faster, the subjects would have less time to think about the word with the critical letter and thus their short term memory could be tested as they were asked to recall their word. Long term memory was also tested at the end of the study as subjects were randomly asked to recite any word they remembered from all of the lists they heard. The data that was recorded on the chart of results were the i value, or rate of presentation, and percent recall of critical

Kurtis’ overall achievement in reading and written expression fell within the average range with slightly low average scores in reading fluency and oral reading when compared to his same aged peers. Kurtis struggled with word attack skills and had difficulty with sounding out of words. Kurtis could identify beginning sounds, but when he was asked to read nonsense words he struggled with short vowel sounds and correct pronunciation. However, Kurtis’ Letter-Word Identification and Passage Comprehension were within the average range. When he read sentences orally he mispronounced words, and did not slow down to correct his errors even when they did not make sense. On the reading fluency subtest, he was required to read a short sentence and

There were 38 participants in the study, all of which were aged between 18 and 45, who have not studied Psychology before. All participants were from the Plymouth area and were recruited by using a sample of convenience, asking family and friends if they were willing to participate in the study, who had not previously participated in an experiment like or ever heard of the experiment/ general phenomena.

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.