• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

The aim of the experiment is to find out whether or not recall is higher when there is a cue present - Memory.

Extracts from this document...

Introduction

Introduction Aim: The aim of the experiment is to find out whether or not recall is higher when there is a cue present Background information: Memory is the process of retaining information after the original object is no longer present. Most psychologists believe that we have two types of memory. A Long Term Memory (LTM) and a Short Term Memory (STM). The LTM can store vast amounts of information for long periods and the STM lasts for around 15-20 seconds. According to Miller, the STM can store 7+-2 chunks. A person also tends to remember things if they are familiar. The three stages on learning lists to recall are: 1. Encoding Storing the information in the memory creating a memory trace 2. ...read more.

Middle

Category headings had an obvious effect on recall. The cues made the words more accessible. Hypothesis Categorised headings will have a significantly improve the recall of a list of words. Null Hypothesis Categorised headings will have no effect on the recall of a list of words Directional Hypothesis Categorised Headings will significantly improve recall on a list of words. The Independent Variable will be using category headings and not using category headings. The dependant variable will be measuring the amount of words that are remembered. If the confounding variables are not controlled then it could falsify the results, consequently the conclusions drawn would be untrue. ...read more.

Conclusion

Apparatus and Materials The following will be needed to allow this experiment to take place. For the willing participants 20x paper with the category headings 20x blank pieces of paper For the researcher to read to the participants 1x list of words with the category headings 1x list of words without the category headings 1x stop clock to allow 3 mins for recall I constructed the list of words after a group discussion. Procedure The participants will be fully briefed, debriefed and will be given standardised instructions. Briefing and debriefing are for the interest of the participants as so are the standardised instructions to give the participants full instructions about what to do in the experiment. Not only are the briefing, debriefing and the standardised instructions (see appendix) part of the BPS guidelines but allow other researchers to recreate your study. ...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. SHORT TERM MEMORY

    A strength of the research is that it can be clearly distinguished that group 1 performed better in the recall test compared to group 2, it is also important to mention that this was predicted so it is a strength that the research matched my assumptions from the beginning and that there were no big surprises.

  2. 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.

  1. Cue dependent Forgetting. This experiment investigates Tulvings theory of cue dependent forgetting, with ...

    Previous research was done as a laboratory experiment. Repeated measures design was used because there was only one group of 8 participants; the same group is tested in two different condition. In List A, students were asked to recall at the same place where they memorise the words.

  2. "An experiment to see the effect of chunking on short-term memory recall".

    The participants were told at the beginning to the experiment what we were testing so that they had some knowledge of the experiment however they will not be told a lot of information because then the experiment will loose its validity.

  1. Investigate the effects of Imagery on Memory recall: Visual Aid & Memory Recall

    * Participants 20 participants were used for conducting this research study, 10 were males and 10 were females aged from 16-25 gained through opportunity sampling. There were two groups/conditions of 10 (5 males, 5 females). * Apparatus/Materials All apparatus/materials used were two sheets of paper with a grid of 20

  2. A Study to Investigate Whether Leading Questions have an Effect on Memory

    - whether the question asked contains the definite (the) or indefinite (a) article. The Dependent Variable (DV) - the number of incorrect answers given, how many participants claim to see the non-existent item when the definite article is used. One extraneous variable that will have to be controlled is Demand Characteristics.

  1. An investigation about retrieval failure in memory (retrieval cues) whether participants can recall more ...

    The design chosen was independent groups this was because one group had free recall, where as the other group had cued recall. Repeated measures would not be necessary to use in the experiment as the experiment only needs doing once, to do the experiment twice would be too time consuming.

  2. The effect of primacy and recency on recall

    The findings of this study showed that recall of adverts within the positions 1-3 were recalled most consistently (primacy effect), similarly with positions 13-16 (recency effect). Recall of adverts in the middle of the series was less consistent (positions 7-9).

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