Example Research Paper

The Effects of Preferred vs Standard intensity on College Students Short end brain Memory Kristen N. Williams Emporia State University Abstract croupe likeness help enhance students qualification to learn and better deposit for tests and with other school assignments? The participants were 15 college students at Emporia State University. I utilize an free two-group pattern where students signed up via unforgivingboard. Participants had 2 min to tang at the word contestation, either black wrangle or color wrangle, then another 2 min to deliver what they had seen.I was expecting to find much than color words recalled than black words. However, I bring no substance between colorize and black words. This conclusion is inconsistent with the findings of Camp, Pecher, Schmidt, and Zeelenber (2009) where color did in fact consider a participants qualification in retentiveness. Keywords recall, change, repositing, word tilt The Effects of Preferred vs Standard Colo rs on College Students Short Term Memory The ability to obtain and store information in a short time is short-term repositing. Factors faecal matter help increase the ability to make more information.According to Sagi (1980) words of colors argon recalled soundly than and at the expense of printed colors (p. 149). Previous seek by Dreschsler (1960) has suggested that several(predicate) colors have dissimilar effects on individuals and can have few connection to ones subconscious as well. According to Tait (1912), colors may affect multiple aspects of ones retrospect (p. 1). then(prenominal) research using recall-testing (Noble, 1952 Radvansky, Gibson, & McNerney, 2011 Rockway & Duncan, 1952 Watkins & LeCompte, 1991) studied how well people can go on information.Radvansky, et al. , (2011) arrange that among four examines performed, when individuals had another sense manipulated, sense of sight, the individuals were sufficient to halt words from the word list presented to them. The best perception that increased storage retention was the aspect of colors (Radvansky, et al. , 2011) MacKinnon, Geiselman, and Woodward (1985) found that participants effort and their ability to bear information when paired with an interference decreased. As one progresses with mature their keeping may tend to fade ut some research has found an increase in memory retention when older adults performed a recall test using colors although multiple responses does tend to decrease later multiple features (Gagnon, Soulard, Brasgold, & Kreller, 2007, p. 210). Within this research, participants were in into two groups by their ages. They underwent three different conditions, the same for each group. While one test varied on one feature, like color, the second varied with color and size, while the tierce varied in three different features, color, size, and font.They tested participants to see how well they were able to retain the word list, along with the other features, b ecause of the colors, both groups had the ability to remember more from the word lists, but the older individuals were not able to remember the other features as well as the younger participants. umteen have use recall tests as their form of testing in their cultivation, whereas the others use colors within their tests to help measure how it affects the individuals memory, whether it deals with emotional ties (Tait, 1912) or to just test whether it affects ones ability in remembering (Camp, Pecher, Schmidt, & Zeelenber, 2009).The primary goal of my research was to see if participants would memorize a high percentage of words in color than in black. I guess that this experiment could help students better their analyse, may help students remember words for a test, or quiz, and possibly use color to help wobble items from short-term memory, to long-term. Method Participants Participants in this study were 15 college students enrolled in undergraduate psychology courses in the spr ing of 2012 at Emporia State University. Participants possibly acquire course credit for their participation, but their instructors will make other alternatives available.I obtained my participants via sign-up online by Black Board. Materials The following words were on a power point slide ( vermiform appendix A Chair, Moon, Tape, Armadillo, Kitchen, Glue, Phone, Newt, Notebook, Cookie, Ring, Flower, Couch, Blanket, Fire, Sand, Lion, Bully, Window, & Hair). The recall survey (Appendix B) contained a topic list for participants to fill out, along with a short demographic form (e. g. gender). build and Procedure I obtained an ESU IRB approval (Appendix C) prior to conducting any procedures of the case-by-case two-group design experiment.When the participants signed up for the study I assigned them to either congregation Black Words (views word list in black and white) or Group Colored Words (views same word list, except in different colors). I gave and read the informed consent form (Appendix D) to the participants as they read along. They had 2 min to memorize the words. After that, participants had another 2 min to recall the words onto their surveys. After time was up, I debriefed them (Appendix E). Results The independent variable was color of words (Black, Colors) and the dependent variable was participants percentage of recalled words.I include total of all words recalled in color. I determined the meanspirited and standard deviation for each groups recall percentage (see Figure 1). I performed a t test for independent samples to compare the group means, Black words (M = 98, SD = 3. 4) and Color words (M = 37, SD = 2. 3). However, there was not a hearty deflection between the means of black words and color words. word The present experiment was designed to assess the effects of colored words on memory. I did not find a significant difference between words in black, and words in colors.This experiment was different from past research. For example, Sagi (1980) looked at the recall of colors and the ability to remember those colors versus printed colors, whereas this experiment looked at how colors affect an individuals memory in recalling a simple list of words. Also, Tait (1912) looked at how colors that are repeated can increase an individuals ability to remember, where I searched to find if color could do the same thing except with words. The findings I had received were different from the other researches, in terms of not finding any significant effect.There were hopes in finding a connection to color, by means of memorization because Dreschsler (1960) found that individuals were giving more emotional responses to colors rather than neutral, plain colors. That which turn outed it affected the individual and because of this association, I had hoped through this research I could find that aspect and show that color could also help individuals in terms of memorizing a list of words. MacKinnon, Geiselman, & Woodward (1985) f ound that individuals who looked over the words twice as long as the get wind group, they had recalled more of the word list.The reason this experiment had a different end is because they changed the length of time, whereas I changed the colors, which would explain why they found an increase in successful recall. The possible problem I could have encountered that caused an insignificant affect was that the word list could have been too simple for the college students. I had used such simple words so it could transfer to any age group, to make an easier generalization or another problem could have been the number of words, 20.Although I did not find a significant effect, I did show the great amount of words a college student can retain in their short-term memory. Just like in past research done by Gagnon, Soulard, Brasgold, & Kreller (2007), who found that as one increases in age, their memory and attention decreases, but much younger, college age, can remember and recall better, a nd faster. This experiment is still of worth, although there was no significant affect, in terms of finding a way for individuals to better learn in school, and help with studying habits.It has opened doors to new ideas to better students, whether they are in elementary, or college. The abutting step to take is to increase the group sizes, and choose a greater variety of colors and more complex words, but not too complex, because it still needs to be easily generalized to other individuals. If a significant affect is discovered then the aspects of favorite colors can be researched in hopes of finding ways for students to better themselves in school. References Camp, G. , Pecher, D. , Schmidt, H. G. , & Zeelenberg, R. (2009).Are independent probes truly independent? ledger of observational Psychology Learning, Memory, and Cognition, 35(4), 934-942. Drechsler, R. J. (1960). Affect-simulating effects of colors. The Journal of Abnormal and Social Psychology, 61(3), 323-328. Gagnon, S. , Soulard, K. , Brasgold, M. , & Kreller, J. (2007). Effects of normal aging on memory for multiple contextual features. Brain and Cognition, 64(3), 208-216. MacKinnon, D. P. , Geiselman, R. E. , & Woodward, J. A. (1985). The effects of effort on stroop interference. Acta Psychologica, 58(3), 225-235. Noble, C. E. (1952).The fictitious character of stimulus meaning (r) in serial verbal learning. Journal of data-based Psychology, 43(6), 437-446. Radvansky, G. A. , Gibson, B. S. , & McNerney, M. W. (2011). Synesthesia and memory Color congruency, von restorff, and false memory effects. Journal of Experimental Psychology Learning, Memory, and Cognition, 37(1), 219-229. Rockway, M. , & Duncan, C. P. (1952). Pre-recall warming-up in verbal retention. Journal of Experimental Psychology, 43(4), 305-312. Sagi, A. (1980). Color-word interference in a recall test. Journal of General Psychology, 103(1), 149-154.Tait, W. D. (1912). A short study in dislike. The Journal of Abnormal Psycholog y, 7(1), 1-4. Watkins, M. J. , & LeCompte, D. C. (1991). Inadequacy of recall as a basis for frequency knowledge. Journal of Experimental Psychology Learning, Memory, and Cognition, 17(6), 1161-1176. Appendix A Word Recall PowerPoint Slide Appendix B Survey Appendix C ESU IRB Approval Letter Appendix D Informed go for Form Appendix E Debriefing Statement pic Figure 1. typify recall scores for participants who either saw black words (n = 7) or color words (n = 8). Error bars show standard deviations.