Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
The Effects of Study
Condition Preference on
Memory and Free RecallLIANA, MARISSA, JESSI AND BROOKE
Introduction
-Salamè & Baddeley 1988
Presented nine digits on a computer screen for 750 milliseconds each, then 13 seconds were immediately given for recall.
Within subjects
Three music conditions:
Vocal music, instrumental music, and silence.
Results indicated that when participants were in the vocal music condition, they made significantly more errors during recall than the other two sound conditions.
Introduction
Boyle & Coltheart 1996
Five sound conditions:
Speech, unaccompanied singing, accompanied singing, instrumental music, and silence.
Within subjects
Experiment one:
Subjects read series of sentences, and were to decide if each sentence were properly constructed in English grammar.
No main effects result from sound conditions.
Experiment Two:
Subjects presented with a list of phonologically similar words, and a list of phonologically dissimilar words. Words were presented one at a time, and immediate written recall required after each list was presented.
Results indicated that vocal conditions significantly impaired recall compared to silence.
Introduction
Our Study
One Independent Variable Repeated Measures Design
Study condition preference:
Silence or Music
Short-term memory recall
Two lists of randomized words
Written recall
Participants
38 total participants
Chosen based on sample of convenience
24 females (63.2%) and 14 males (36.8%)
Average age = 24.87 (SD= 8.6)
Median age = 22
Modal age = 21
Age range = 38
Maximum = 56; Minimum = 18
Design
One independent variable repeated measure design
Within-subjects design
Age: _____ Gender: M F
1. Do you study with music or in silence?
Music Silence
2. What is your preferred type of music?
Country Rock Pop Reggae Other
3. What is an example of a song you would listen to when studying?
_____________________________________________________
Procedure
Give questionnaire
Flip a coin for condition (Heads= control, Tails= experimental)
Give word list for that condition (20 randomized words) with 90 seconds to study
Participants given 2 minutes to write down as many words as they can remember
Give blank sheet of paper and time for 2 min
2 minutes between the next trial
Give word list for next condition and time for 90 seconds
Have 2 minutes to write down as many words as they remember
Give blank sheet of paper and time for 2 min
Count up correctly recalled words and debrief participants
Results
Descriptives when not Separated by Preference:
Silence M=10.71, SD= 3.44; Music M=10.71, SD= 3.479
We took the difference between the Experimental and Control groups' number of words remembered, then added 7 so we would have only positive non zero numbers
Silence Condition M= 6.3158, SD= 2.5615
Music Condition: M= 7.6842, SD= 2.8098
Independent Samples T Test:
t (36)= -1.561, p= 0.125 (p>0.05) so there was no significant findings
Independent Samples T Test (to see if there was an order effect):
t (36)= -1.856, p= 0.072 (p>0.05)
No significant findings for Order Effect, which means doing one before the other didn't effect their testing
Differences Seperated by Preference Vs. Total Mean Graph
Figure 1. Total Mean Versus Difference Mean (+7)
Results
Compared Silence and Music preferred groups
Silence Preferred:
Silence M=11.42, SD= 3.82;
Music M= 10.74, SD=2.944
Music Preferred:
Silence M= 10.0, SD=3.194;
Music M=10.68, SD=3.83
Independent Samples T Test (Silence preferred):
t (36)=1.284, p=0.207 (p>0.05)
Independent Samples T Test (Music Preferred):
t(36)= 0.046, p=0.964, (p>0.05)
Mean Differences Separated by Preference Graph
Figure 2. Mean Difference Between Silence and Music Conditions
Discussion
Not significant results meaning that generalized, participants didn't recall
more or less words in either condition
Participants did not do better in their preferred condition either meaning
preference did not have an effect
Different from other studies-less words recalled with vocal music condition
Was a difference in results that could mean a significant effect but would
need more research to determine
Limitations
College students
Testing effects
Small number of participants
Little control over settings (headphones,
surroundings, background noises,
distractions, etc)
Future Implications
Expanded research to determine best studying
habits-more control among type of music and
music played among participants, different types
of music not including preference and impact on
memory, expand to age and age related
changes
Could apply to real world examples involving
concentration- effects of background music and
concentration
References
Baddeley, A., & Salamè, P. (1988). Effects of background music
on phonological short-term memory. The Quarterly Journal of Experimental
Psychology, 41(1), 107-122. doi:10.1080/14640748908402355
Boyle, R., & Coltheart, V. (1996). Effects of irrelevant sounds on
phonological coding in reading comprehension and short-term memory.
The Quarterly Journal Of Experimental Psychology A: Human Experimental
Psychology, 49A(2), 398-416. doi:10.1080/027249896392702