Psy 348
Portland State University
Abstract
For this research paper, we made an investigation to support Craik and Lockhart processing theory which told us that memorizing is just a product of processing ideas and information and there are no such things as long and short term memory. In the present study, the list of words was read to a group of 70 participants. There were four different kinds of instructions on the given handouts. Depending on the instructions each participant was engaged in a task either shallow or deep kind of processing. One-half of the participants is informed about memorizing test on the word the other is not. The result showed that peculiar properties of words (position in the columns, structure of the word, and connection with other words in the table) make them easier to remember. There was no difference between the informed and non-informed participants. The intention to learn was not as important as the way the participants were thinking about while they were studying.
Introduction
The problem of processing of memory has been aroused by many famous scientists and it is mostly concerned as part of a critical analysis of the multi-store model. Unlike the structural approach which focuses on various stores of the memory, for example, long term memory and short term memory, this approach emphasize the significance and peculiar features of the different processes that exist in the area of our memory.
Another difference between the two of these approaches is that processing of memory can hardly be called structural while the multi-store model consists of various clusters which are hierarchical. This means that according to the processing of memory approach, memory is merely a thing that occurs because of the certain processes in our mind(McLeod, 2016).
Scientific Value of Researches
According to the researches of Craik and Lockhart, the memory is just a product of processing the ideas and information within our mind and we should not differentiate long and short term memories as there are no such things(1972).
Generally speaking, there are three ways of processing of information. Shallow processing may be presented in two types such as structural and phonemic. Structural processing is concerned with the physical properties of the words, the shape, and look of the symbols or letters. The key to the phonemic processing is hidden in the sound form of the word we would like to remember. Apparently, shallow processing can be conducted with the help of constant repetition of the words.
Deep processing consists of two aspects. The first is semantic processing which occurs when we use the meaning of the word as a grappling hook for our memory or we draw the parallels between the words we have to remember and all the associations to the word or other similar words. Quite similar to the semantic procession is an elaboration rehearsal. But it is not the same thing. Elaboration rehearsal involves a deeper analysis of the words we have to learn including the process of critical thinking over the words(Craik & Tulving, 2016).
Research Hyposethis
In our investigation, we seek to replicate the research to explore the properties of peculiar words to be remembered. The list of words will be read to a group of 70 persons and they are supposed to remember all of them. With the help of precise observations, we are going to define the dependence of the positions of the words to their position on our list, their structure, sound form, etc.
That is why the result is going to be as accurate as possible. All the words are going to be count and categorize with the help of Excel table.
Methods
1. Participants
There were 70 participants from different layers of society, with different ages and of different professions. Such a discrepancy between their age and social positions is intentional. It is called for discovering the dependence of these factors on the nature of human memory. The participants received no compensations, their interest is purely scientific as they enthusiastically want to know the results of the research.
2. Stimuli and apparatus
The list of twenty-four words is the main resource for our research. They are read aloud by the instructor. The participants sit in the laboratory. This means that the research is conducted in two ways. The list for answers is spread out to the participants.
3. Procedure
We read aloud a list of words to each group of the participants. There are four different kinds of instructions on the handouts. Depending on the instructions each participant is engaged in a task either shallow or deep. Also, one-half of the participants is informed about memorizing test on the word the other is not.
The Results
Our research was dedicated to the problem of processing memory. To analyze this problem we created a list of 24 words and print out on single sheets of paper the lists with instructions for every one of our 70 participants. Each of the participants was to listen to the words. Depending on the instructions on the handouts each student was engaged in a task either shallow or deep. One-half of the participants was informed about memorizing the words and the other was not. They set in the laboratory so there were no physical obstacles. The class was divided into quadrants. One type of instruction was distributed to each quadrant. The instructor read words aloud and explained all four conditions. The conditions were the following:
Shallow/ incidental (listen to the list of words from your instructor. Decide if the word contains an “E” or a “G”).
Shallow/ intentional (listen to the list of words from your instructor. Decide if the word contains an “E” or a “G”. Your memory for the words will be tested).
Deep/ incidental (listen to the list of words from your instructor. Decide if the word is pleasant, unpleasant, or neutral).
Deep/ intentional (listen to the list of words from your instructor. Decide if the word is pleasant, unpleasant, or neutral. Your memory for the words will be tested).
The instructor asked all participants to stand and remain standing if they name at least 3 words. According to Chew (2010), the majority of people remained standing should be those who were engaged in deep processing regardless their awareness of memorizing the words. The instructor asked if somebody notice the pairs of opposites etc.
During the research we’ve got the following results:
We considered standard deviation in the answers. The main point was to analyze the ways of processing information was the most qualitative.
When we received our results, we made a graph in Excel to see the difference between the answers. You can see the graph below:
Discussion
The research had purely scientific interest that is why there were two groups of participants. The first group was informed about memorizing the words and the other was not. But, the research showed that there is no difference between the informed and non-informed participants. The intention to learn was not as important as the way the participants were thinking about while they were studying.
Our research was based on the research of Craik and Lockhart. We can see that we supported their method of “shallow and deep processing” of the information. We demonstrated that physical properties of the words and the way of perception of the words matter. The next step in the developing our research can be testing of elaboration rehearsal processes of mеmоrіzіng (Craik & Tulving, 2016). This explanation of memory processing is useful in everyday life because it shows the best ways to memorize things, process information that can aid memory (R. Dixon, & A. von Eye, 1984).
References
Craik, F., & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal Of Verbal Learning And Verbal Behavior, (11), 671-684.
Craik, F., & Tulving, E. (2016). Depth of processing and the retention of words in episodic memory. Journal Of Experimental Psychology: General, (104), 268-294.
Dixon, R., & von Eye, A. (1984). Depth of processing and text recall in adulthood. J. Of Literacy Res., 16(2), 109-117. http://dx.doi.org/10.1080/10862968409547508
McLeod, S. (2016). Levels of Processing | Simply Psychology. Simplypsychology.org. Retrieved 10 February 2016, from http://www.simplypsychology.org/levelsofprocessing.html
