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

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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.

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