PAMANTASAN NG LUNGSOD NG MAYNILA

College of Human Development

RETENTION AND ORGANIZATION OF RETRIEVAL OF INFORMATION

Sharene Y. Neri
BS PSY III-2
2005-10577

Ms. Sarmiento
Experimental Psychology (lab)

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 ABSTRACT

This experiment has an objective to know the outcome of repetition on semantic memory
and to observe the organization method used in the recovery of information. Three
random orders of a 40-item vernacular word list with three categories of 10 words each
and ten neutral words should be prepared beforehand, stopwatch, pencil, and lined paper
were the apparatuses used in this experiment. The experimenter divided the class into
three groups (A, B, C) with equal number of members in each group. The experimenter
read the list of words. After the experimenter had read it, group A wrote all the words
they recalled. They were given five minutes to do so then the group departed the room.
The experimenter read once more the list, five minutes was given to group B to write
down all the words they remember. After that they exited the room. For the third time the
experimenter read the list to group C. After the list had read, the last group also wrote all
the words they remembered in five minutes. These were all for immediate recall. After 20
minutes interpolated activity, the groups all again wrote down all the remembered words.
All the subjects tallied the words both in the immediate and later recall. There is a
corresponding one point for each correct word and two for clusters. Results displays that
group C, who heard the list for three times got the highest scores both in immediate and
later recall. While group A who listened to the list once scrammed the lowest scores. This
implies iteration of words gives longer recall.

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INTRODUCTION

It is now believed that the loss of information stored in short term memory has the same
characteristics as loss of information stored in long-term memory. It happens quicker
because it involves information that is not learned as well. What we call the learning
process is transferring information from short term to long-term memory and is a
physiological process. The shapes of the memory loss curves are the same. Hence we
don't need to postulate a special type of memory.

Memory is retention of information over a period of time. Ebbinghaus studied memories

While Ebbinghaus studied retention over long intervals, later experiments studied
memory loss over periods of seconds to minutes. Short-term memory was postulated to
explain temporary retention of information as distinct from long-term retention of
information. Short-term memory acts to also store current sensory information and to
rehearse new information from sensory buffers. It has limited capacity (Miller's 7 plus or
minus 2). The probability of encoding in long-term memory has been directly related to
time in short term memory.

METHOD

The objective of the experiment is to observe the organization method used in the
retrieval of information. It could also be observed on this experiment the effects of
repetition on semantic memory. Three random orders of a 40-item vernacular word list
with three categories of 10 words each and ten neutral words should be prepared
beforehand, stopwatch, pencil, and lined paper were the apparatuses used in this
experiment. The experimenter fractioned the class into three groups (A, B, C) with equal

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number of members in each group. The experimenter read the list of words. After the
experimenter had read it, group A wrote all the words they recalled. They were given five
minutes to do so then the group departed the room. The experimenter read once more the
list, five minutes was given to group B to write down all the words they remember. After
that they exited the room. For the third time the experimenter read the list to group C.
After the list had read, the last group also wrote all the words they remembered in five
minutes. These were all for immediate recall. After 20 minutes interpolated activity, the
groups all again wrote down all the remembered words. All the subjects tallied the words
both in the immediate and later recall. There is a corresponding one point for each correct
word and two points for clusters. The subjects are consisted of one block of third year
psychology majors.

PROCEDURE

The experimenter fractioned the class into three groups (A, B, C) with equal number of
members in each group. The experimenter read the list of words. After the experimenter
had read it, group A wrote all the words they recalled. They were given five minutes to do
so then the group departed the room. The experimenter read once more the list, five
minutes was given to group B to write down all the words they remember. After that they
exited the room. For the third time the experimenter read the list to group C. After the list
had read, the last group also wrote all the words they remembered in five minutes. These
were all for immediate recall. After 20 minutes interpolated activity, the groups all again
wrote down all the remembered words. All the subjects tallied the words both in the
immediate and later recall. There is a corresponding one point one point for each correct
word and two points for clusters.

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RESULTS

450
400
350
Number 300
250
200 Immediate
150
100 Later
50
0
A B C
Group

Fig.1 Total No. Recalled by Groups

The chart is regarding the overall number recalled by the groups. Group A got 213 points
in immediate and 330 points on later recall. On the other hand, group B scored 293 points
in immediate and 360 points on later recall. Group C overpowered the two other groups
by acquiring 370 points in immediate and 409 on later recall.

400
350
300
Number

250
200 Immediate
150
100 Later
50
0
A B C
Group

Fig.2 Total No. of Cluster by the Groups

The Fig.2 is regarding the total number of points of clusters. Group A scored 104 points
on clusters in immediate and 247 points on clusters in later recall. While group B got 200
points on clusters in immediate and 298 points on clusters in later recall. Again, group C

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got the highest points by making 291 points on clusters in immediate and 365 points on
clusters in later recall.

DISCUSSION

As seen from the figures above, the number of recalls is greater when the number of
times the words were repeated is more. Group A got the lowest points because of the fact
that they just heard the list once unlike group C, the highest pointers, who heard it thrice.
Repeated reading of the list of words affected not only the retention of the words but also
the organization of it. There are more clusters formed on the groups who heard the list
more.

Even if there was an activity executed to divert the attention of the subjects, their scores
still progress on the later recall. The advancement of scores might be affected when the
list was read again on the first checking. That is why instead of forgetting the words they
remembered it more. Another factor is that people tend to remember more the things they
previously made a mistake or something they forgot.

CONCLUSION

In this experiment it could be generalized that the recall and memory of information
could not be easily identified because there is a high correlation to extraneous variables.
For example the physiological conditions of the subjects and even the capacity of the
subjects for memory edhering tests. Hence, it could be observed that all the concepts that
were recalled were just the familiar to the subjects.

REFERENCES

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[Link]

[Link]

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APPENDIXES