Here are four required readings for the class paper. By this, I mean that your review of the literature in your introduction section must contain brief reviews of these articles.
• Donaldson, W. (1980). The category size effect in serial memorization. Canadian Journal of Psychology, 34, 175-178.
• Cohen, B. H. (1963). Recall of categorized word lists. Journal of Experimental Psychology, 66, 227-234.
• Kirsner, K. (1974). Modality differences in recognition memory for words and their attributes. Journal of Experimental Psychology, 102, 579-584.
• Walter Kitsch, Edward J. Crothers, and Charles C. Jorgensen. (1971) On the role of semantic processing in short-term retention, Journal of Experimental Psychology, Vol. 90 No. 1, 96-101
Include Class Experiment:
Our experiment examines the effects of ordering and mode of presentation on memory for lists of words. This document contains the instructions and materials required to carry out the experiment.
CREATING THE STIMULI
Print with 16 pt Times New Roman Font each of the following words and glue them onto the middle of 3×5 index cards, one per card. You are required to turn these in with your signed consent form as well as the paper in which your participants write down the words
The word list:
For conditions A&B
BOOK, CAR, DESK, DRESSER, FLOWER, MAGAZINE, MINIVAN, NEWSPAPER, RADIO, SHRUB, STEREO, TABLE, TREE, TRUCK, VIDEO
For conditions C&D
BOOK, MAGAZINE, NEWSPAPER, TREE, FLOWER, SHRUB, CAR, TRUCK, MINIVAN, RADIO, STEREO, VIDEO, DESK, TABLE, DRESSER
Testing the participants (remember use different people for each condition)
1) have your participant read and sign the consent form (your participant MUST be at least 18 years old and not older than 55)
2) provide each participant with a pen/pencil and a blank sheet of paper
3) present the stimuli to the participant according to what condition they are in (USE THESE ORDERS):
• 4 conditions (as a result of the crossing of our 2 independent variables):
o condition A: alphabetically ordered list, read TO the participants
o condition B: alphabetically ordered list, read BY the participants
o condition C: categorically ordered list, read TO the participants
o condition D: categorically ordered list, read BY the participants
• try to present the words at a constant rate for each of the 4 conditions
4) Following presentation, ask your participant to try to recall as many of the words from the list as they can. Give them up to 90 seconds.
5) Thank the participant for their participation. Read the debriefing statement to each participant. Ask them if they have any questions. If there are questions that you can’t answer provide them with my contact information (Professor Bianca Vidal, firstname.lastname@example.org) and let them know that I will answer their questions.
Compiling the data
On a separate sheet of paper (see the provided “Data summary sheet”), report the number of correctly recalled words in each of the four conditions. Turn in the sheet along with the signed consent forms.
Read the following paragraph to your participant:
Thank you for participation in our research project. The primary purpose of this experiment is to provide some hands-on research experience for me in conjunction with my Research Methods in Psychology course. We are investigating some of the factors that may influence people’s memory for lists of words. One factor that we are investigating is the impact of different kinds of ordering (alphabetical versus categorical) on recall. The other factor that we are examining is whether your memory improves if you read the words yourself (as opposed to having them read to you). If you are interested in the results of this class project, they will be available upon request from Professor Vidal at the end of the semester. Do you have any questions?
PLEASE PROVIDE A DRAFT (APA FORMAT)
-INTRODUCTION (class experiment and 4 research articles)
-METHOD (104 participants)