COGNITIVE ERGONOMICS LABORATORY
Experiment No. 1: Short term Memory Span
Name: De Leon, Lance Albert S.
Date: 08-26-2020
Discussion
Working memory is temporary storage that holds a limited amount of information, including information
from sensory memory, while it is being processed. It also serves as a conduit to long-term memory.
Working memory is also called short-term memory, because the information contained in working
memory gradually declines in strength as time proceeds.
Attention resources are required to keep an information item active in working memory, such as the
rehearsal of a telephone number either vocally or sub vocally until the number has been dialed. The item
is then forgotten forever unless entered into long-term memory.
The number of images, sounds, and ideas that can be processed at one time in working memory is limited,
and the length of time that the information items can be kept active is also limited. In addition, the
amount of attention required and the similarity of the information items being processed are key
performance factors in the operation of working memory.
The upper limit on the number of information items that can be processed at one time in working memory
is about seven plus or minus two (7 + 2) items. An information items is defined as a chunk, which is an
information entity that the mind works with as a unit. The unit can be a single digit or it can be a much
larger grouping of digits or other data forms that can be stored in memory as a single item. When a chunk
is retired, say from long-term memory, it is recalled in its entirety, as if it were one item. Consider the
following string of ten digits: 6107584030. Surely, remembering this number I the working memory
would be difficult. However, if that number is recognized as the telephone number 610-758-4030, the
number of chunks is reduced considerably, and the number becomes easier to remember. The same kind
of chunking applies to letters and word sequences. Furthermore, chunks that are similar are more difficult
to process and observation seems most applicable in the phonetic loop.
Administration Time
Around 30 minutes, depending on level of impairment.
Procedure
Numbers with digits ranging from 5 to 13 will flash on the screen. You have few seconds to memorize the
number in the screen then it will disappear. After that, you will be given a few seconds as waiting time
before typing the number in the text box. Then click “Answer” and “Next”. Continue the process as
discussed in the procedure until the message “Task Complete” is flashed in the screen.
The Short Term Working Memory Experiment consists of three blocks of trial. For all blocks, the number
digits that will appear on the screen will range from 5-13. You have 3, 5, and 10 trials for each length of
numbers. You are also given time periods of 5, 10, and 15 seconds for the three blocks, respectively.
Outcome Measures
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The outcome measures for Short Term memory Span experiment cover the number of errors for each trial
and the number of correctly recalled items for each length.
Results of Experiment
Block 1: (Time Period – 5 seconds)
Length
No. of correctly recalled:
Trials
3
5
10
5
3
5
10
6
3
5
10
7
3
4
10
8
3
4
9
9
2
3
10
10
1
5
9
11
2
3
9
12
3
2
7
13
2
4
7
Ave
2.44
3.89
9.00
Number of Error
Trial
3
5
10
0
0
0
0
0
0
0
2
0
0
4
1
4
2
1
1
0
0
0
4
1
0
6
14
5
2
3
1.11
2.22
2.22
Block 2: (Time Period – 10 seconds)
Length
No. of correctly recalled:
Number of Error
Trials
Trials
3
5
10
3
5
10
5
3
5
9
0
0
2
6
3
5
9
0
0
1
7
3
5
9
0
0
2
8
3
5
9
0
0
3
9
3
3
7
0
8
6
10
2
2
7
2
4
13
11
3
2
6
0
8
13
12
2
2
5
2
8
11
13
0
0
4
6
16
27
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Ave
2.44
3.22
7.22
1.11
4.89
8.67
Block 3: (Time Period – 15 seconds)
Length
No. of correctly recalled:
Number of Error
Trials
Trials
3
5
10
3
5
10
5
3
5
9
0
0
2
6
3
5
10
0
0
0
7
3
5
8
0
0
9
8
1
4
8
6
4
3
9
3
3
7
0
14
12
10
1
3
7
7
13
13
11
2
2
7
1
12
12
12
1
2
1
9
13
42
13
1
2
2
6
8
35
Ave
2
3.44
6.56
3.22
7.11
14.2
2
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Data Analysis
1. Based on the results of the experiment, which block has the least number of error?
Which has the most number of error? Which block did you perform better - why?
 Based from the values of the three tables, block 1 has the lowest number of error for
trials 3, 5, and 10. Because there is only a given time of 5 seconds before the student
can type the answer. While on the other hand, block 3 has the highest number of
errors because amount of time given is 15 seconds before the student can answer. The
shorter the interval time, the easier the student can recall the numbers that was flashed
on the screen.
2. Does the accuracy of recalling items diminish as the length of items and elapsed time
of recall increased? What factors may affect this decreasing or increasing accuracy?
 Yes. Factors that can affect the accuracy is the (1) degree of attention, awakening, and
concentration. When the student is exhausted from his studies, he can only memorize
few number of digits because the brain is also tired from storing and giving
information. Another factor that greatly affects the accuracy of recalling items is the
(2) environment in which the activity was done. The student can memorize even if the
length and elapsed time increases when there is only minimal sound from the
environment. The results from block 3 was mostly affected by the outside
environment, causing many number of errors. The third factor that affects the
accuracy is (3) lack of sleep. Sleep is important to consolidate a memory so that it can
be recalled. Lack of sleep also makes it more difficult for the brain to receive and give
information.
3. Use Statistical Analysis (Correlation Analysis) to determine the relationship between
the length of items processed to number of correctly recalled items; to the number of
error. Give your interpretation.
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 Correlation points between length of items and correctly recalled: -0.97249. Length
and correct are negatively correlated since the value is close to -1.0. Meaning, as the
length of items increases, the number of correctly recalled items decreases.
 Correlation points between length of items and error: 0.95063. Length and error are
positively correlated since the value is close to 1.0. Meaning, as the length of items
increases, the number of errors also increases.
 Correlation points between correctly recalled and error: -0.9932. Correct and error are
negatively correlated since the value is close to -1.0. Meaning, as the correct recalled
items increases, the number of errors decreases.
4. Use Statistical Analysis (Correlation Analysis) to determine the relationship between
the elapsed time to number of correctly recalled items; to the number of error. Give
your interpretation.
 Correlation points between elapsed time and correctly recalled: -0.96557. Time and
correct are negatively correlated since the value is close to -1.0. Meaning, as the
elapsed time increases, the number of correctly recalled items decreases.
 Correlation points between elapsed time and error: 0.99972. Time and error are
positively correlated since the value is close to 1.0. Meaning, as the elapsed time
increases, the number of errors also increases.
 Correlation points between correctly recalled and error: -0.95915. Correct and error
are negatively correlated since the value is close to -1.0. Meaning, as the number of
correctly recalled items increases, the number of errors decreases.
5. Use Statistical Analysis (Correlation Analysis) to determine the relationship between
the number of trials to the number of correctly recalled items; to the number of
error. Give your interpretation.
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 Correlation points between number of trials and correctly recalled: 0.99827. Trials
and correct are positively correlated since the value is close to 1.0. Meaning, as the
number of trials increases, the number of correctly recalled items also increases.
 Correlation points between number of trials and error: 0.98372. Trials and error are
positively correlated since the values is close to 1.0. Meaning, as the number of trials
increases, the number of errors also increases.
 Correlation points between correctly recalled and error: 0.97145. Correct and error
are positively correlated since the value is close to 1.0. Meaning, as the number of
correctly recalled items increases, the number of error also increases.
6. Use Multiple Regression to determine how these variable - the Length, elapsed time,
number of trials affect to the number of correctly recalled items. Show the solution.
Give your interpretation on the multiple R; adjusted R 2, p-value of ANOVA; p-value
of each variable. Use Alpha = 0.05.
 The Multiple R has a strong positive relationship of the x and y variables because the
value is a positive number and it is close to 1.
 The value for Adjusted R2 is 0.8485 (84.85%), which is good. It means that 84.85%
of the inputted values fits the regression analysis model.
 The P-value (Significant f) is 1.83966E-31, which is < 0.05. Meaning, the regression
model is statistically significant.
 Since the P-values of all the variables are < 0.05, length, time, and trial are all
significant variables.
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7. Use Multiple Regression to determine how these variable - the Length, elapsed time,
number of trials affect to the number of errors. Show the solution. Give your
interpretation on the multiple R; adjusted R 2, p-value of ANOVA; p-value of each
variable. Use Alpha = 0.05.
 The Multiple R has a strong positive relationship of the x and y variables because the
values is a positive number and it is close to 1.
 The value for Adjusted R2 is 0.5082 (50.82%), which is fair. It means that 50.82% of
the inputted values fit the regression analysis model.
 The P-value (Significant f) is 1.61691E-12, which is < 0.05. Meaning, the regression
model is statistically significant.
 Since the P-values of all the variables are < 0.05, length, time, and trial are all
significant variables.
NOTE: UPLOAD THE NIEBEL’S DESIGN TOOL APPLICATION
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