Word length effect is the finding that the longer the words are that people need to remember, the fewer they can remember (Baddeley, Thompaon & Buchanan, 1975). In our research findings, there are three hypotheses; including letters that sound similar will be remembered worse than words sound dissimilar. Long words are remembered worse than short words. With long words presumably being more subject to error than are short words. Longer words are assumed to take more time to articulate, hence allowing a greater degree of forgetting, either from trace decay or from interference (Baddeley, 2001). Words that took longer to pronounce were associated with a lower level of recall. Trace decay model an articulatory loop show that memory span is determined by rehearsal speed. However, longer words are subjected to poorer recall; there is no significant difference between the identification time within short words and long words (Lalor, 2000). Word frequency also contributes to memory span. Familiar words are more easily to remember than unfamiliar words. Word frequency’s contribution is not m...
Harvey et al (2000) also used the word list learning and delayed recall, pranix drawing, modified Boston Naming test and CERAD to assess cognitive function of both their control and experimental populations. The word list learning and delayed recall is a ten item list of words that is presented to the subject during three separate trials. After each trial the subject is asked to freely recall the words from the list. After a delay, which is filled with the pranix drawing task, the participants are asked to recall the list of words once again. The dependent variable in this task is the number of words recalled over the three trials and the number of words that were recalled after the delay. The scores ranged from 0 to 20 based the...
...ffect. This theory suggests that recognizing and naming colors is not an “automatic process”. The attention need to be shifted from word to recognition of color; and there is hesitancy to respond; whereas, reading a word is habitual. The brain automatically understands the meaning and the phonetics of the word. The habituation of the reading task does not require controlled attention. Hence it is easier to read a word than to recognize the color of the word. More than theorizing on the phenomenon of Stroop effect, there is application value to this study. The experimental data and observations in the current study are very vital that it can be applied in many situations where the correctness is important than the speed. This information has the widest application in selection of individuals in occupations requiring instance data processing and correct responses.
Evidence for the existence of the phonological loop comes from Baddeley (1966 in Passer, 2009) They examined the word length effect in which they presented participants with visual presentations of word lists and asked them to write t...
Healy and Mc Namara (1996) explain how the Atkinson & Shiffrin model involves the transfer of information from short-term memory to Long-term memory...
Short-term memory (STM) is defined by Revlin as the system that facilitates the successful performance of "moment-to-moment" activities, such as retaining mental shopping lists and remembering phone numbers (119). As implied by its name, STM describes the compartment of the human mind that can only hold so much information—about 7 unrelated items—for approximately 18 seconds at a time (Revlin 120-125). Baddeleyrefers to the mechanical component of STM that is not concerned with storage as "working mem...
Mcleod (2007) defines memory as the structures and procedures included in the storage and later retrieval of information. Evidence hints that the predominant coding technique in short term memory (STM) is acoustic coding. The principle encoding system in long term memory (LTM) seems to be semantic coding (by meaning). However, information in LTM can also be coded both visually and sound-related (Mcleod, 2007).
The task was indeed difficult and became a failure as it fomented distress among a few of the participants whose performance gradually deteriorated. Of the 6 participants, only 1 came close to reaching the criteria of the experiment (i.e., reciting the alphabets backwards in a maximum time of 10.4 seconds), with a ti...
The procedure is simple. On the computer screen, twelve words are revealed one word at a time in the form of a list. After the last word, a matrix of twelve words is shown. The matrix is a table of twelve words, some of which were on the list, some of which were not. Participants in the task chose which words they believe were on the list, using free recall to select words in any order. A new list begins when participants believe they have all of the correct words from the matrix. The cycle begins again. A list of twelve words are presented, a matrix appears after the twelfth word, and participants select words according to their memory of what was on the list. There are six lists in total, with no practice trials, however there are breaks in between to express the differences in each list.
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Schneider, S. L. & Frens, R. A. (2005). Training four-syllable CV patterns in individuals with acquired apraxia of speech. Theoretical implications. Aphasiology, 19, 451-471.
Stern, L. D., Marrs, S., Millar, M.G. & Cole, E. (1984). Processing Time and th Recall of Inconsistent and Consistent Behviors of Individuals and Groups. Journal of Personality and Social Psychology, 47, 253-262.
These three groups were then asked to complete three different tasks. The first was to repeat and segment 20 different words (5 consonant-vowel-consonant, 5 CCVC, 5 CVCC, and 5 CCVCC) and two overall scores were administered to the participants. Both scores were out of a maximum of 20 points; the first score was based on giving 1 point for each correctly analyzed word, and the second score was based on giving 1 point for correctly analyzing medial vowels.
As world spin and time pass by, we learn a lot of new things every day. Some we may remember immediately but some are impossible to do it. Thus we as a human try a lot of ways to make every day life easier. Word clustering is one of it. Clustering is meant “similar” or “same”. The way we use it is, when we a given a thing to do, we will categorize same thing that have similar or same pattern or any common pattern. This word clustering seems to give a different impact on every people. We have two types of memory, long term memory and short term memory. Long term memory is something we might remember from our children experience. Meanwhile, short term memory is might be something that we just see a few minutes or days ago but after a few years, we cannot remember every detail of the incident. So the main aim of this research is to know either word clustering will give impact or not to our memory and how does time will give huge impact for memory to remember any information.
They first proposed this model in 1947 after they had studied the Atkinson-Shiffrin model (McLeod, S. A. 2012). One piece of evidence found for this model's existence is the span-test. The span-test is a test where individuals are to repeat a set of letters. After every representation back to the presenter, another letter is added making the sting of letters longer. Typically once people reach 7 or 8 letters in length they begin to mix up letters and make mistakes (Cognition, p. 16). Sometimes people will replace letters with other letters that sound similar, such as the letters “e” and “b”. When people first take this test they subconsciously store the letters in the articulatory rehearsal loop and in the central executive. If the participant were to repeat this span test but this time maintaining a hum noise or repeating one word over and over again. They would have a more difficult time remembering and restating the group of letters back. When your brain is multitasking in this way the articulatory rehearsal loop is not available to store information, since it’s internal path is broken up by the word being spoken or noise being made from the
The focus on the phonological mental memory was first initiated by Paul Meara (1980). He argued that the organization of words in memory depend on the phonological knowledge of the words in second language acquisition. However, in first language acquisition the memory depends on the semantic knowledge. Mear (1980) conducted a study on lexical performance in fir...