Craik and Lockhart (1972) proposed a model of memory that the degree to which verbal material is remembered by the participant is a function of the degree to which it was processed when it was initially presented. For example, imagine that you are asked to memorize a list of words. Repeating a word to yourself (a low level of processing) would not be expected to lead to as good recall as thinking about each word and trying to form associations between that word and some other word. Eysenck (1974) was interested in testing this model and looking to see whether "levels of processing" influence ability to recall verbal material. Fifty participants were randomly assigned to one of five groups: • Counting: asked to read through a list of words and simply count the number of letters in each word (low level of processing) • Rhyming: read each word and thinking of a corresponding rhyming word • Adjective: read each word and think of a corresponding adjective • Imagery: form vivid images of each word (deep level of processing) • Intentional: read list of words and memorize (strategy is left open to vary) After reading through the list of words 3 times and applying one of the above strategies depending on condition, all participants were asked to write down all the words they could remember. The data is presented below: Counting Rhyming Adjective Imagery Intentional 9 7 11 12 10 8 9 13 11 19 6 6 8 16 14 8 6 6 11 5 10 6 14 9 10 4 11 11 23 11 6 6 13 12 14 5 3 13 10 15 7 8 10 19 11 7 7 11 11 11 a) What is the Independent variable (IV) and dependent variable (DV)? b) Calculate the analysis of variance by hand and complete the 4-step process. c) Calculate Tukey's HSD by hand and determine which means are significantly different from each other.
Craik and Lockhart (1972) proposed a model of memory that the degree to which verbal
material is remembered by the participant is a
when it was initially presented. For example, imagine that you are asked to memorize a list of
words. Repeating a word to yourself (a low level of processing) would not be expected to lead
to as good recall as thinking about each word and trying to form associations between that
word and some other word. Eysenck (1974) was interested in testing this model and looking to
see whether "levels of processing" influence ability to recall verbal material. Fifty participants
were randomly assigned to one of five groups:
• Counting: asked to read through a list of words and simply count the number of
letters in each word (low level of processing)
• Rhyming: read each word and thinking of a corresponding rhyming word
• Adjective: read each word and think of a corresponding adjective
• Imagery: form vivid images of each word (deep level of processing)
• Intentional: read list of words and memorize (strategy is left open to vary)
After reading through the list of words 3 times and applying one of the above strategies
depending on condition, all participants were asked to write down all the words they could
remember. The data is presented below:
Counting Rhyming Adjective Imagery Intentional
9 7 11 12 10
8 9 13 11 19
6 6 8 16 14
8 6 6 11 5
10 6 14 9 10
4 11 11 23 11
6 6 13 12 14
5 3 13 10 15
7 8 10 19 11
7 7 11 11 11
a) What is the Independent variable (IV) and dependent variable (DV)?
b) Calculate the analysis of variance by hand and complete the 4-step process.
c) Calculate Tukey's HSD by hand and determine which means are significantly different from
each other.
d) Review the SPSS output and confirm your answers. Which value do you examine on the
statistical output tables to know if you have a significant effect?
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