• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
Page
  1. 1
    1
  2. 2
    2
  3. 3
    3
  4. 4
    4
  5. 5
    5
  6. 6
    6
  7. 7
    7
  8. 8
    8
  9. 9
    9
  10. 10
    10
  11. 11
    11
  12. 12
    12
  13. 13
    13
  14. 14
    14
  15. 15
    15
  16. 16
    16
  17. 17
    17
  18. 18
    18
  19. 19
    19
  20. 20
    20
  21. 21
    21
  22. 22
    22
  23. 23
    23
  24. 24
    24

An experiment to investigate whether chunking leads to better recall.

Extracts from this document...

Introduction

An experiment to investigate whether chunking leads to better recall. ? Introduction Background research This research is all based on cognitive psychology. The cognitive area of psychology focuses primarily with thinking and mental processes. There are two key assumptions in the cognitive approach. Firstly the Information processing assumption: this assumption comes from the belief that information flows from an external stimuli and results in a response. The second key assumption is the computer analogy assumption. This assumption has obvious links with the previous one. We learn from experience, but also have innate knowledge (hardwired). This research is all on the topic of or relates to the human memory and forgetting. There are already many theories about how memory works. One of the favored theories on how memory functions, is the levels of processing approach. This approach was put forward by Craik and Lockhart in 1972. They argued that it is useful to think about memory as a byproduct of information processing. They believe whether someone remembers something depends on how it is processed. Most of the events in our day to day lives are so trivial that nothing is thought of them, so they are quickly forgotten. Big events or experiences are often remembered better because of the amount of consideration we put into processing the information. shallow processing produces only small memory traces, while deep mental processes create far more elaborate and longer lasting memory traces. Craik and Lockhart suggested that there are three levels of processing: Structural-what something looks like? Phonetic-what something sounds like? Semantic-what something means? The deepest level of processing is semantic because semantic analysis results in deeper processing. Structural is the shallowest level of processing because structural analysis results in shallower processing. This approach was originally favoured for its move away from hypothetical rigid mental structures to more realistic mental processing. Support for this approach come from Craik and Tulvings study in 1975. ...read more.

Middle

The mean number for the related list is considerably higher than the mean number for unrelated data. This means that on average more related words were remembered. The fact that the mean, mode and median are very similar or the same as the each other suggests that in this case all of these measures are representative of the data collected. The variation ratio is higher for the unrelated data then for the related data. Also it is tri-modal. This suggest that the mode for the related data is more representative of the data that that of the unrelated. The range for both conditions was the same and quite large. This suggests that the median is not very representative. The interquartile range is also very useful, as extreme scores at either end of the data do not affect it. In this case it shows that the data is fairly closely grouped which suggests that it is representative. However when extreme scores are allowed, the median is representative. The range for both conditions was the same. Additional graphic representation of results (Related Unrelated) Description statistical commentary This graph clearly shows that there is a dip in the frequency of recall of words in the middle of the words lists. The dips in the middle of these graphs are probably the result of the serial positioning affect where information is remembered from the beginning and the end but less in the middle due to primacy, recency. The dip in the related list is less distinct then that of the unrelated list, this is probably due to chunking. This was predicted in the hypothesis. This could be due to overall word recall in related list is more accurate. Also when a participant is recalling related words one word may cue another for example: The 'word' boxers may cause the participant to remember the word 'briefs'. This could also have been a factor in this. ...read more.

Conclusion

11 7 12 15 12 14 13 12 13 6 14 14 14 9 15 13 15 12 16 13 16 6 17 12 17 7 18 9 18 7 19 17 19 11 20 13 20 8 Related word Times Recalled Unrelated word Times Recalled Fleece 15 Carrot 14 Gloves 10 Locker 12 Cardigan 11 Microphone 10 Thong 17 Aero plane 9 Bra 12 Bush 12 Trainers 10 Steel 5 Knickers 11 Hair 4 Trousers 15 Elbow 6 Jacket 11 Poster 6 Hat 12 Siren 5 Shoes 18 Dog 7 Jeans 9 Cooker 8 Scarf 12 Curtain 5 Jumper 13 Rain 9 Briefs 14 Light 2 Boxers 9 Bag 4 Coat 13 Bike 12 Shirt 14 Bat 11 Socks 17 Chimney 12 Stockings 14 Telephone 13 The Mann - Whitney U test U=NA NB + NA(NA + 1) - RA 2 U= 20*20 + 20(20+1)/2=610 610-255.5= 354.5 U=354.5 U- = NA NB - U 20*20-354.5= 45.5 U-=45.5 Na= 20 Nb= 20 U=354.5 U-= 45.5 Calculating the mean Related 15 10 11 17 12 10 11 15 11 12 18 9 12 13 14 9 13 14 17 14 =257 257/12= 12.85 Unrelated 14 12 10 9 12 5 4 6 6 5 7 8 5 9 2 4 12 11 12 13 =166 160/20= 8 Calculating the variation ration Related: 100/20*8=40% Unrelated:100/20*12=60% References Atkinson, R.C. and Shiffron, R.M. (1968) Human memory: A proposed system and its control processes. In Spence, K.W. and Spence, J.T. (eds) The psychology of learning and motivation, vol. 2. London: academic press. Craik, F.I.M. And Lockhart,R.S. (1972) Levels of processing: A framework for memory research. Journal of verbal learning and Verbal behaviour. Craik, F.I.M. and Tulving, E. (1975) Depth of processing and retention of words in episodic memory. Journal of experimental psychology. Miller, G.A. 91956) The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97 Tulving,E. and Pearlstone, Z. (1966) Availability versus accessibility of information in memory for words. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Cognitive Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Cognitive Psychology essays

  1. An experiment to investigate the effect of interference on memory recall

    Median Condition A - Without interference 2, 3, 4, 5, 5, 5, 6, 6, 7, 9 The median for 'without interference is 5. Condition B - With interference 3, 3, 4, 5, 5, 5, 5, 6, 7, 8 The median for 'with interference is 5.

  2. The Effect Chunking of Numbers has on Short-Term Memory Recall.

    In condition two, the numbers were put into chunks of three and read out. The dependent variable was the amount of material recalled in each condition. It was measured by comparing the number of correct numbers that participants could recall. Participants The target population was students attending park Lane College.

  1. Investigate into the Primacy and Recency effect

    The calculated values of U and U' were 294.5 and 105.5 respectively. These values exceeded the critical values in the table at the significance of 0.005. Although, U' did not exceed the critical value of 114 in the table for the test at p<0.01 significance level for a one tailed hypothesis.

  2. effects of chunking and unchunking on short term memory

    An opportunity sample, two classes of en-rolling psychology students into sixth-form from the target population was used. Using repeated measured design means that participants do both condition. However, this creates a problem with order effect and boredom. To overcome this effect counterbalancing is done.

  1. Primacy and Recency effect

    This variable therefore was controlled by not letting any student having the knowledge or studying psychology took part in the experiment. This was ensured by asking them before the experiment. Any students that had knowledge of psychology were eliminated from the experiment.

  2. Investigating the short-term memory

    background theories listed above which help explain the findings of the investigation. The experimenter ensured that participants were treated and explained to clearly and equally. Random sample was used and it is strength of this experiment because its representative of the target population and everyone has an equal chance of being chosen.

  1. &amp;quot;An experiment to see the effect of chunking on short-term memory recall&amp;quot;.

    However he found if he arranged the words into chunks of information the task was considerably easier. De Groot (1966) also did an experiment on chunking. He found that experienced chess players remembered where 90% of the chess pieces correct places were on the board compared to a much lower amount of non-experienced chess players.

  2. Evaluate 3 Approaches to treating Mental Disorders: Psychodynamic, Biological and Behavioural Approach.

    The psychiatrist used hypnosis and other suggestive techniques to uncover buried memories of abuse that Cool herself had experienced, Cool became convinced that she had repressed memories of having been in a satanic cult, eating babies, being raped, having sex with animals and being forced to watch murder of her 8-year-old friend.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work