Verbal learning research Paper Essay

This essay has a total of 1612 words and 9 pages.


Verbal learning research Paper





Verbal Learning 1


Running head: Comparison of High and Low Similarity Verbal











Comparison of High and Low Similarity Verbal Learning
Retention in College Students
Jenny A. Rosario
Hunter College in
City University of New York




Verbal Learning 2
Method
Participants
The participants were 1 white male and 1 black female ages 21 and 26, respectively. The
male participant, who was tested with the High Similarity (HS) condition, knew four
languages (Russian, Polish, French and English). The female participant, tested with the
Low Similarity (LS) condition, knew two languages (English and French). Although both
participants were college students, they varied in the number of years they had been in
school, the male was an undergraduate junior and the female was working on her second
bachelors. Both participants were honor students.

The final results for this experiment were all of the data pooled from the students in my
experimental class. Each student contributed two additional participants to the
experiment. These participants were 13 males and 13 females ranging in ages from 15 to 44
years olds (M = 25). Education ranged from 12 years to 23 years of school (M = 15.2).
Half of these participants were given the HS task and the other half were given the LS
task. As it turns out, the group given the HS task were older (M =27) and more educated
(M =16.28) than the group that was given the LS task (M =23 years old and M =14.14 years
of education).

Apparatus
Before the experiment, I prepared 11stimuli cards with one of the following nonsense
syllable in each: FAP, ZET, KIB, XEL, ROF, GEV, LOZ, BEX, NAJ, WEM and PIV in that order.
I prepared a second set of 11 cards I would later use only with the

Verbal Learning 3
participant doing the HS condition. These were paired words where on one side I wrote the
pair of words and on the other side I only wrote the first stimuli word. The words were
paired in the following manner: DOG-GAK, TAN-XOM, CAR-VUR, BAT-SEJ, WAR-DEH, BUN-KAL,
NET-TEG, HOG-XEN, FIN-YEC, GUN-LOF, and PAD-BIW. All syllable words were hand printed on
3x5in index cards, 22 cards in all were used. I also prepared, on regular lined paper,
instructions and places where each participant could write down any necessary answers, or
use as scrap paper for the LS condition. Aside from that, the only other item used was a
watch with a second hand to keep track of time.

Procedure
To begin the experiment, I met with each participant (at separate times) in a quiet room
where the participant could sit comfortably and concentrate for the experiment. Before we
began, I asked each subject to sign an informed consent. Both subjects agreed to the
conditions and signed the form. I then sat across from the participant at a table (about
3ft away), asked the subject if they were ready, and began showing them the first list of
words. In my HS and LS condition, I displayed each card for 4 sec once and asked the
participant to anticipate what the next card would be before I presented it. I manually
recorded each of the responses the participant gave me. I continued to repeat the list
until the participant successfully predicted the list once.

To my HS participant, I proceeded to show the second list with the paired word-nonsense
word. After presenting the list once, I turned the cards over, showed the participant the
stimulus word and asked the participant to tell me what the paired word was. In this part

Verbal Learning 4
of the experiment, however, there was a 15min time limit, regardless of whether the
participant could memorize the list. Once the 15mins were up, I gave my participant a
sheet and asked him to list all the words that he could remember from the original list.
As it happened, my participant was able to correctly recall all 11 words, had he been
unsuccessful, I would have had to re-teach him the list and record how many trials it took
him to relearn it.

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