The Effect of Recall on Non-Meaningful Words - 1454 Words

PSYC 319: PRACTICALS IN LEARNING (2011/ 2012) TOPIC: The Effect of Word Position on Recall of Non-meaningful Words. ID NUMBER: 10306280 ABSTRACT: 60 participants were selected randomly from University of Ghana, Accra City Campus and the main campus. They were assigned to 2 groups, experimental and control group. The experimental group was made to immediately recall in serial order, a list of 16 3-letter nonsense syllables within a period of 30 seconds, after the words were presented on a screen serially. This was done 10 times per student. The same procedure was used for the control group however they were made to recall the same items in any order (free recall). The average correct responses were recorded and the results†¦show more content†¦Each stimulus item was shown for a period of 2 seconds before the next item appeared. For each participant, a different score sheet was used to record the response. Scoring was done by adding up the number of correct responses made during each trial for the 10 trials to obtain a measure of total number of items correctly recalled by each participant. Statistical Analysis and Results: GROUP (N=60) EXPERIMENTAL GROUP (n=30) CONTROL GROUP (n=30) Sediff TEST OF SIGNIFICANCE MEAN 27.500 72.167 3.878 df = 58 level of significance = 0.05 tcrit = 1.648 (directional test) tobs = 11.518 p 0.05 STANDARD DEVIATION 12.714 17.015 From the table shown above, tobs(11.518) tcrit (1.648) at a 0.05 level of significance, therefore, we reject H0 in favor of H1. This means that the students who used free recall had a greater chance of scoring higher in their number of correct responses than those who used serial recall. DISCUSSION From the results of the experiment, we can see that there is a significant difference in the effect of the position of the word on recall. This can be seen as students who used free recall scored higher than those who used serial recall. It was also observed that students in the experimental group (those who used serial recall) could hardly remember the words towards the end of the list; the scores diminished as they approached the end of the list. On the other hand, students in the control group (those who used free recall) could rememberShow MoreRelatedTest1237 Words   |  5 PagesResults from experiment one indicated that response latency times rised systematically as the questions necessitated deeper levels of processing—semantic as opposed to structural questions of the word (Craik Tulving, 1975). Performance on the retention test increased significantly, from below 20% recognized for questions concerning structural characteristics to 96% for sentence questions (Craik Tulving, 1975). 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