214 lines
11 KiB
Plaintext
214 lines
11 KiB
Plaintext
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<20><><EFBFBD> <20><><EFBFBD><EFBFBD><EFBFBD> <20><><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD> <20><><EFBFBD><EFBFBD> <20><><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD> <20><><EFBFBD><EFBFBD> <20><><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD>
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<20><><EFBFBD><EFBFBD><EFBFBD> <20><><EFBFBD><EFBFBD><EFBFBD> <20><><EFBFBD><EFBFBD><EFBFBD> <20><><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD>
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ARRoGANT CoURiERS WiTH ESSaYS
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Grade Level: Type of Work Subject/Topic is on:
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[ ]6-8 [ ]Class Notes [Lab: Determining What ]
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[x]9-10 [ ]Cliff Notes [Type of Stimulus ]
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[ ]11-12 [x]Essay/Report [information is more ]
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[ ]College [ ]Misc [easily remembered. ]
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Dizzed: o4/95 # of Words:1554 School: ? State: ?
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<EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD>><3E><><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD>><3E><><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD>>Chop Here><3E><><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD>><3E><><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD>><3E><><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD>><3E><><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD><EFBFBD>
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Abstract
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A single subject study took place where a male, university student,
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willingly took part in helping determine what type of stimulus information
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is more easily remembered. The two types of stimulus introduced were
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meaningful (CVC) and randomized (CVC). The number of errors made among the
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two stimuli was also studied. This experiment was done using a computer
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generated program on verbal learning. Using this program, the subject was
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presented with seven items of stimuli (CVC) and was to remember what each
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stimuli was in the correct order. It was found that there are more correct
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responses when meaningful stimulus is used and the speed of responding to
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the stimuli is faster when a meaningful CVC is used, rather than in random
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fashion.
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Introduction
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Remembering is the retrieval of information, which is stored in
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memory. The act of remembering takes place when a correct response is
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given to a certain stimuli presented. Forgetting is a weakening of this
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stimulus-response relationship.
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The Purpose of this experiment is to determine what type of stimulus
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information is more easily remembered, be it in randomized manner or
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meaningful. When are more errors made in remembering the stimuli, among
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these two types of stimuli used (CVC). Also, when a correct response is
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given, which was the type of stimuli (CVC) that caused this to occur.
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The design of this experiment on verbal learning has both
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within-subject and between-subject variables. The within-subject variables
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are the words (CVC) that are stored in the computer which are the default
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words to be used. The between-subject variables are the number of stimuli
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used and the choice of the stimuli using the experimenters own words (CVC).
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The independent variable for this lab is the number of stimuli presented
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and the type of stimulus word (CVC) that was used, being both randomized
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and meaningful. The dependent variables are the number of errors made and
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the mean correct response latency (speed of responding).
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Number of errors will be highest in the randomized ordered stimuli,
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and the speed of responding will be slower in the randomized stimuli
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condition.
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Method A single subject, male, twenty years of age in first year of
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University volunteered to take part in this experiment on Verbal Behaviour.
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The apparatus used in this experiment was an IBM compatible computer,
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a monochrome monitor (non-colour), and a Raven dot matrix printer. Running
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on the IBM compatible was a computer generated program on Verbal Learning
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from which this experiment originated.
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Procedure:
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The first step in this experiment requires that the experimenter get
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the computer and program ready for the student. The computer, monitor and
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printer were to be turned on . When the computer was ready and flashing a
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cursor, Caps Lock was to be pressed, so all letters will be in capital
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form. The name of the program to be run (VL) was to be typed into the
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keyboard. When the program had loaded, a menu showed up on the screen, and
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Verbal Learning (selection 8) was to be run. A timing number was to be
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keyed into the computer (3.578) and then the Serial Learning feature was to
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be chosen (option 1). After the above steps, the rest of the experiment was
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entirely up to the experimenter.
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After the timing number was entered, the experimenter could either
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accept the default values for the parameters of the experiment already
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stored in the computer, or could change any of the parameters.
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For the first part of the experiment, the number of stimuli was
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changed (option 1) from ten to seven stimuli. The stimuli (CVC) used in
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this part of the experiment were in a randomized fashion. Listed below are
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the parameters for the first part of the experiment and the words (CVC)
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used :
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1) Number Of Stimuli = 7
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2) Inter-Trial Interval = 3 sec.
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3) Maximum Stimulus Presentation Time = 5 sec.
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4) Duration of Correct Answer Display = 5 sec. 5) Completion Criterion = 3 Totally Correct Trials.
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CVC Used In Randomized Fashion From Default Settings:
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Stimulus Word 1) TEF
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2) BUW
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3) HAJ
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4) QIH
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5) YUJ
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6) KEJ
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7) ZAH
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Then it was time for the subject to participate. The subject had five
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seconds to view each of the seven stimulus words, which were to be
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remembered in the correct order. There was a three second delay between
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each of the seven words. After this inspection interval, the subject was
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to type in the correct response in the exact order that the stimulus words
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were shown to him. This response was to be keyed within 5 seconds. This
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procedure continued until the student had correctly completed three full
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trial periods of seven words.
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When the three correct trials were done, a screen showed up which
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contained the preliminary data analysis. Further data analysis were to be
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examined so the options on the following screens to be selected were 1)
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analysis of error/error latencies For each stimulus, 2) number of errors or
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correct responses and 3) display data in digital form. Both the
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preliminary data analysis and more data analysis information was printed.
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The second part of the lab consisted of exactly the same procedure
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mentioned above, except for the stimulus words to be remembered, which were
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selected by the experimenter. These words were CVC with a meaningful
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value. Listed below are the parameters for the second part of the
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experiment and the words (CVC) used :
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1) Number Of Stimuli = 7
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2) Inter-Trial Interval = 3 sec.
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3) Maximum Stimulus Presentation Time = 5 sec.
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4) Duration of Correct Answer Display = 5 sec. 5) Completion Criterion = 3 Totally Correct Trials.
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CVC Used In Meaningful Fashion From Experimenter:
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Stimulus Word 1) SAM
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2) GOT
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3) CAR
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4) KEY
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5) FOR
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6) HIS
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7) MOM
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Results & Discussion
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In the first part of the experiment, where the subject was presented
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with words in a randomized order, the total number of trials that the
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subject took to complete the criterion of 3 totally correct trials was five
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trials. This shows that there were in all, five errors made and thirty
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correct answers given (figure 1). The mean correct latency was 3.643011
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which was how fast the subject responded to the stimuli. For every trial
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that occurred among the five trials, there was a mean of 1 error per trial
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and six correct answers. Looking at the analysis of errors for each
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stimulus word, there were no errors in stimulus 1,2 or 3. In stimulus
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4,5,6 there was one error made in each of them. In the last stimulus,7,
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there was 2 errors made in trying to remember what the stimulus was. This
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shows that the primacy effect where recognition is highest for the first
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item and lowest for the last item is clearly demonstrated in part one.
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In the second part of the lab, in which very meaningful words were
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used as stimuli for the student to remember, there were zero errors made in
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total (figure 2). The total number of correct responses was twenty one,
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which meant that every response given by the subject was absolutely
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correct. The mean correct response latency was 1.740399. Among the words
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(CVC) that were used in this second part were very easy to understand, and
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meaningful enough to remembered easily. This accounts for the zero errors
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that were made.
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These results clearly show that when presented with a randomized order
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of stimuli and a meaningful set of words, the number of errors will be
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higher in the randomized condition. Also the speed of responding to the
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stimulus will be very quick in the meaningful form (1.740399) rather than
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in the randomized order (3.643011). The difference between these two types
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of independent variables is greater than two times difference in speed.
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Basic capacity which is the amount of information in short term memory
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can show improvement with development. One of the ways to help remember
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information is in the methods of the strategy used in relation to the task
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to be performed, such as where there is information that is meaningful.
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Mental strategies to be used in helping memory are rehearsal, semantic
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organization and elaboration. In rehearsal, if there are lip movements and
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repetitions, the more the better for the memory. In semantic organization,
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information which is reorganized in a more meaningful way is easier to
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remember. This includes bunching and categorizing. Lastly, elaboration
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using the techniques of what is meaningful to us, will be remembered. This
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gives us a chance to improve our recall.
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Learning has been reached when the subject gives correct answers to
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all the stimuli presented. This was best shown in the second part of this
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lab, where no errors were made and responses were even quicker than in part
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one.
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It is known that increasing the inspection interval (maximum stimulus
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presentation time) will improve performance in the time allotted to give a
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response called the anticipation interval.
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The measure of learning seems to vary with the independent variables
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such as the number of stimuli and type of CVC used, whether they are
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meaningful or randomized.
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The last factor when dealing with this sort of experiment is that
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performance of memory in remembering the stimuli was better, since the
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recognition testing immediately followed repetitions of the words. If
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there was a long delay or no delay, then memory performance will suffer.
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