Implicit Memory Report

As the study aims to quantify the different individual 's working memory capacity, participants were asked to recall three stimulus types, namely, digits, letters and words. There is a total of 30 tests, with ten trials per material. On each test, participants were shown a series of items continuously on the computer screen for a brief period. Thereupon, a variety of options were provided on the screen which participants had to recall and indicate the items by using an optical mouse in the exact arrangement presented. With each correct arrangement, the list length increases by one for that material type and decreases by one with each wrong

The current study measured the effects of context (context, no-context) and presentation mode (visual, verbal) on false memory recall in a two-way, within-subjects factorial design. Context was operationally defined as the information the participant was given and there were two levels: context and no-context. In the context level, participants would receive a story to remember, and in the no-context level, participants would receive a word-list to remember. The second independent variable was presentation mode, which was operationally defined as the method the participant received the information: visually or verbally. In the visual level, the participant was asked to silently read either the story or word-list on the screen.

The results showed that indeed the words at the semantic level of processing were remembered the best and the words of the structural level were memorized poorly. Nonetheless, it could be argued that the semantic level of processing would be different for all individuals depending on their background and life experiences, as perhaps some words are understood more widely than others. It also depends on the language used to present the words and if the language was the first, second or possibly even the third language of the

A well known study called the “lost in the mall” study shed some very interesting light on the subject of long term memory.. This study had patients being told 4 stories about their childhood, and they would be asked for as much information as they can remember about each of the stories, however, without them knowing, one of the stories was false

(2011) also evaluated the relationship of background knowledge (and other independent variables) to notes’ quality and performance on tests. Furthermore, Peverly et al. (2011) discussed Verbal Working Memory ”Working memory refers to a cognitive workspace where information from the environment and long term memory is held, manipulated and interpreted, to achieve goals such as remembering, learning, and/or problem solving”(p. 106). Initially, the participants of the test were given out to undergraduate students in a introduction to psychology class with a mean age of 19. The participants were then asked to complete all of the variable test in two 55-minute sessions held on two separate days.

2.) Implicit and explicit memory differ in both our understanding of them and the ways in which they are tested today. Implicit memory is understood as the unconscious effects or memories we have that do not require control on our part (lecture notes chapter 7, p10). Implicit memory is a "natural response" that can be given with no explanation or reasoning behind it. This particular form of memory, known as indirect memory, is tested with priming task.

Considered as a part of the broader topic called metacognition (monitoring one’s own cognitive processes), it differs from it in that it involves the knowledge of, monitoring of, and control of one’s own learning and memory processes, whereas, metacognition is an umbrella term that entails the self-knowledge about all cognitive processes such as memory, attention, reasoning, decision making, etc. Thus, it follows that all metamemory judgements are essentially metacognitive, but all metacognitive judgements are not metamemory judgements. For example, making judgements about the time to be allotted or required to learn something, the level of confidence about retrieving information from memory, or about the ease with which information can be encoded, general beliefs about one’s own memory functions and capacities all come in the purview of metamemory. Although considered to be dependent critically on memory, metamemory has different connotations to it. It has been referred to as the assessments or commentaries that are made about learning and memory (Metcalfe & Dunlosky, 2008).

Another change to the experiment that they implicated, was dividing the student participants, at the end of the week of study, into two halves to perform two different kinds of tests in order to assert their long term retention of their set material. One half would complete a test that was the same as the test in experiment one, a short answer test. The second half of participants took a test that required them to use the concept mapping method to show their knowledge of the material. By applying this change Karpicke and Blunt (2012) ruled out the possibility that by using a final test that was similar to the retrieval method of study(like in experiment one) they were giving the retrieval students an advantage (Karpicke & Blunt 2012, pp. 773-774).

Participants did this for three passages and the fourth passage was used for a practice. They also predicted how well they would remember the information from the passages. After reading each passage and completing the study phase, the participants played Tetris for fifteen minutes before being tested. The tests included eight questions for each passage, two questions for each paragraph, and a total of 28 questions. The participants were tested and the results

The results shows that the participants memorized an average of 7 digits. George Miller concluded that when duration

This report is about improving students’ memory. The aim to research on this topic is to help students to improve their memory and be have better prepared for exam. Improving memories will take time to improve. The effectiveness will be shown if taking a conscious effort to improve.

The hypothesis is that the type of instruction will have an effect on the number of words recall as well as the instruction group for bizarre images will recall more than the instruction group for common image The participants were 50 undergraduate students, 6

INTRODUCTION The experiment that I performed explores the psychological phenomena of cognitive fixedness. It involves cognitive processes (information processing, thinking/problem solving) and therefore belongs to the cognitive level of analysis. This experiment was originally conducted by Karl Duncker in 1945 . In the original experiment each participant was given a candle, a box of thumbtacks and a box of matches.

II. Arguments A. Laptops decrease students' class performance. 1. "Results showed that students who used laptops in class spent considerable time multitasking and that the laptop use posed a significant distraction to both users and fellow students". 2.

Test has a powerful positive effect on future retention. In early laboratory studies, research subjects memorized lists of words. After this initial memorization period, some subjects were asked to recall as many words as they could and other subjects were given additional