Word Experiment

Word Experiment The experiment started by making up between 1-6 word lists. To make

the experiment easy to understand ill use 2 word lists. On one of the

word lists I put a list of random words which are in different

categories muddled up. For example: Rabbit and horse are both animals

and shoes and trousers are both types of clothing. Now then you muddle

those words up. You need about 24 words because there are 6 categories

with four words in each, 6 x 4 =24. On the second word list use the

same words, but this time put the category names on the sheet with the

right words which fit under the specific category. Once you have done

that you need two groups of people about 5 in each. Present group 1

with one of the word lists and present the other group with the other

list. It doesn't matter which group gets which sheet. Give the

participants one-minute to memorise the names on the sheets. After one

minute has passed, present the group who had the category names the

piece of paper just with the category names on and the other group a

blank piece of paper and tell them to write down all the names they

could remember in two minutes. This procedure can be replicated by

using the information above. The group with the category names (cues),

should remember more words than the group with the muddled up words,

because the group has cues to remind them, however, the other group

hasn't therefore wont remember as many words.

The ethical issues in doing this experiment might involve cheating or

deception. To stop the ethical issues taking place I can make sure,

...

... middle of paper ...

... not fit with the findings from total cued recall (writing down

words with the categories). There was essentially no retroactive

interference or forgetting when the category names were available to

the participants. The forgetting observed in total free recall was

basically cue dependent forgetting.

Overall the experiment achieved the right results and gave me a clear

understanding and a clear conclusion that when given cues to memorise

words, you can remember many more than when not given cues for

specific words, like condition A.

References

Richard Gross, (2000) 2nd Edition Psychology a new introduction for

A-Level. Hodder & Stoughton

Michael W. Eysenck (2000) Psychology A Students Handbook. Psychology

Press

Mike Cardwell, Marion Murphy, Alison Wadeley(1988) A-Level Study

Guide. Revision Express