Internal Assessment
Psychology SL
An experiment to investigate how the depth of processing information
affects memory recall
Yu Jin Henson
1
Contents Page
Abstract p. 3
Introduction p. 4
Method p. 5
Design p. 5
Participants p. 5
Materials p. 5
Procedure p. 6
Results p. 7
Discussion p. 9
References p. 9
Appendices p. 10
2
Abstract
The aim of this experiment was to investigate how the depth of processing information
affects memory recall. This investigation was a replication based on Craik and Tulving. Three
different questions, each testing different level of processing were used as the impendent variable
and the number of words the participants recalled as the dependent variable.
The result supported that words that acquires deeper level of processing becomes stronger more
durable.
3
Introduction
Prior to the level of processing theory, psychologists Atkinson and Shiffrin(1968) introduced
the multi store model demonstrated memory involving three different stores,sensory memory
store, the short-term memory(STM) and the long-term memory(LTM). They indicated that
purposes of these static stores are to hold information flows though step by step through control
process. Meaning, information must be identified through a sensory organ and stored in sensory
memory in order to transfer to the STM trough the control process of attention; STM has ability
to 7 +/- 2 items for a limited time.it is by the control process of rehearsal the information enters
and become LTM.
Craik and Lockhart (1972) introduced a level of processing theory as an alternative to the multistore model. They disagreed with the theory that STM and LTM were different. They proposed
that memory is just a by-product of the depth of processing of information, and there is no clear
distinction between short term memory and long term memory. Therefore the memory is
enhanced more by depth of processing than by how long information is rehearsal. To investigate
how deep and shallow processing affects recall, Craik and Tulving (1975) created an experiment.
The participants were presented with a series of words about which they had to answer one of
three questions. The questions required different depth of processing to the participants, i.e.
structural/ visual question acquired shallow processing; phonetic/ auditory question acquired
intermediate processing; semantic question acquired deep processing. The result of experiment
indicated that participant had better chance of remembering words that involved processing.
They concluded that memory last longer when it is fully analyzed and dose not endure as long
when it is only processed information of its structure, i.e. structure, letter. Thus they concluded
that memory was enhanced more by depth of processing than by how long information was
rehearsed.
Even though the level of processing method has widen the focus of the direction of memory
research from LTM as a simple storage unit, there are number of criticism. Psycologist argues
that the though the theory only describes rather than explains. A British psychologist, Hans
Eysenck argued that Craik and Lockhart’s theory did not accomplish to explain the reason that
causes deep processing effective. However, recent studies have clarified this point – it appears
that deeper coding produces better retention because it is more elaborate.
4
Method
Design
The design of this experiment was a laboratory experiment which allows a total control over
the independent variable, and ability to change all the other variables. The independent subject
was used to avoid any order effects.
Three different questions, that required different depth of level of processing was asked was the
independent variable, i.e. ”Is this word in all capital?”,”Does this word rhyme with the following
word?” or “does this work makes sense in the sentence?”. To avoid the demand characteristic
participants were only simply answerer the question. They were to recall the words unexpectedly
once all the words were presented. The percentages of the words recognized in the different
types of questions were the dependent variable (DV).
To address the ethical issues, all participants’ guardians were to sign the consent form which
indicated that they understand this simple experiment will not cause any mental of physical harm
to the participant and the results will remain confidential. Also, during the briefing the
participants were informed that they have right to with drawl at any point if they felt any
discomfort during the experiment. After the results were collected they were also debriefed.
Participant
To be able to have quick, convenient and most economical method of sampling, I chose the
target population used opportunity sampling method. The participant selected for the study was
the Sophomores Pre IB English students in Rutherford High school. There were no psychology
students participating to be sure that no one was familiar with the experiment being replicated.
Out of 23 randomly chosen students all 23 agree to participate (N=23). All of the participants
were to answer the questions at the same time.
Apparatus/Materials
Projector
Microsoft word slides(Appendix 4)
Question Sheet (Appendix 1)
Consent Form
Briefing Note (Appendix 2)
Debriefing Note (Appendix 3)
Stopwatch
5
Procedures
Before the experiment took place, all participant were to sign a consent form signed by their
guardians indicating they have an understanding of the ethical issues discussed, such as
withdrawal from an investigation, protection of participants, and confidentiality. These issues
were readdressed during the briefing. They were also told to remain silent during the experiment.
The study was done in a classroom which provided a projector for the word slide. A word was
presented on the screen for 4 seconds during the participants received a verbal true or false
question. 27 words were presented one by one in total. Once the slide ended the students were to
write down all the word they could possibly recall on the back of their paper.
Once the data was collected, participants were debriefed about the experiment.
6
Result
The raw data collected was separated based on the question asked.
Number of words recalled in question type A varied 0 to 2, 0 to 4 in question type B, 1 to 5 in
question type C.
Sum
Median
Mean
Question type A(Structural)
26
1
1.130
Standard
Deviation
.967
Question type B(Phonetic)
52
2
2.261
1.124
Question type A(Synthetic)
79
4
3.438
1.343
7
8
Discussion
The result of the experiment is equivalent to the finding of Craik and Tulvings result. The data
collected indicated that the participants remembered more words question had been deeply
processed than others. The participants recalled average of - words that were processed through
structure processing, - through phonemic processing,-semantic processing. This indicates that the
depth of processing information can affect the memory recall. Thus memory can enhance
through by processing the information deeply rather than by a long rehearsal of the information.
Because the experiment is designed as a laboratory experiment its biggest strength was the
ability to have total control over any variable to establish cause-and-effect relationship. However,
because this experiment was held in an artificial environment in which that only word recall is
tasted, it lacks a degree of ecological validity. Also, the convenience sample means resulted in
bias since it does not represent the whole population. In addition a student disturbed the study by
asking a question which added unwanted seconds during a question.
To eliminate these weaknesses, a more representative sample could be used rather than only a
Sophomore PreIB English student. Also to avoid a disturbance to the entire participant during the
experiment, participant can be tested one on one.
9
Reference
10
Appendices
Appendix 1
Consent Form (signed by participants’ guardians)
Appendix 2
Script/Briefing Note
Hi my name is Yu-Jin Henson and today I will be doing a minor memory experiment for
my IB Psychology Internal Assessment today. First, any students who have not returned their
consent form please exit the class room during this experiment. The experiment will only last
maximum of 10 minutes. This simple experiment will not cause you any physical or emotional
harm. However if you start to feel uncomfortable you may withdrawal any time during the
experiment.
I need all participating students to clear their desk and take out a writing utensil. Either pen or
pencils are fine, whatever you prefer.
(Hand out a blank sheet of paper to the student)
Please DO NOT write you’re name on this piece of paper that I’ve handed out. The result
will remain confidential. Now number one to twenty-five on your paper. I am going to show you
a word on the screen which will be followed by a simple verbal question. There will be total of
twenty- seven words.
Write T if it is true, F if the answer to the question in false.
(Present ‘16’ on the screen)
For example, if I ask you a question ‘Is this number 16?’ You should write T on your paper.
Are there any questions? It is very important for all of you to remain silent throughout the
experiment. Let’s begin.
Appendix 3
Debriefing note
“The aim of this study was to investigate whether you could remember certain words better than
other due to the type of the question n when the verb
used changed between “contact” and “smash”. You all provided us with useful results and we
appreciate your participation. You are naturally welcome to read our report when it is finished.
Do you have any questions?”
\
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Appendix 4
Microsoft word slides
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Appendix5 Questions
One of the following types of questions will appear on screen.
A.
Structural:
"Is this word in all capitals?"
B.
Phonetic:
"Does this word rhyme with ____?"
C.
Synthetic:
"Does this word make sense in the sentence below?"
A.Is this word in all capitals
1.LAMP
A. Is this word in all capitals
2.table
B. Does this word rhyme with fable
3.clock
B. Does this word rhyme with sock
4.drill
C. Does this word make sense in the sentence?
The rich ____ ate well.
5.knife
C. Does this word make sense in the sentence?
Pizza ____ delivery fast.
6.hair
B. Does this word rhyme with steer
7.tank
B. Does this word rhyme with sunk
8.cake
C. Does this word make sense in the sentence?
No _____ threw down.
9.nail
B. Does this word rhyme with fail
10.CARD
A.Is this word in all capitals
11.case
B. Does this word rhyme with face
12.DICE
A.Is this word in all capitals
13.ball
B. Does this word rhyme with flew
14.DRUM
A.Is this word in all capitals
15.money
C. Does this word make sense in the sentence?
Take the _____ and run.
16.lock
A.Is this word in all capitals
17.slave
C. Does this word make sense in the sentence?
The _____ worked in the field.
18.door
B. Does this word rhyme with more
19.shoe
20.brake
C. Does this word make sense in the sentence?
Next to the accelerator is the _______.
21.robe
A.Is this word in all capitals
22.TAPE
A.Is this word in all capitals
23.phone
C. Does this word make sense in the
sentence?
"Get off the ______!"
24.soup
B. Does this word rhyme with mope?
25.trout
C. Does this word make sense in the
sentence?
When in _____, give up
26.book
A.Is this word in all capitals
27.witch
C. The evil ____ turned the project into dust.
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Appendix 6
Raw data,
PARTICIPANT
eeeeeeeeee No.
Types of Q.
Question type
A(Structural)
Question type
B(Phonetic)
Question type
A(Synthetic)
1
2
3
4
5
6
7
8
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
1
0
1
1
4
0
2
1
0
1
1
1
2
1
3
0
1
2
1
1
1
0
1
2
1
2
1
4
2
3
1
3
4
2
0
3
2
3
3
3
1
4
0
2
4
2
4
2
5
2
3
2
4
4
2
5
4
2
5
5
2
1
2
5
5
5
3
4
3
Total
Question
type A
Question
type b
Question
type C
26
52
79
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