The Effect of Different Types of Organized Lists on Word Recall

The purpose of this study was to measure the impact of various types of structured lists on recall. Participants are randomly divided into two groups, and alphabetical order (N = 10) organizes letters (N = 11) according to the schedule (N = 11) according to each letter or word and is marked with a date classification lower ellipsis - "Morning" "Afternoon" and "Evening". Each list contains the same 90 words as the list organization. Both groups of participants study their own list and write down the recall after many words they remember, for a limited period of two hours in the test.

FREE recall is the point to provide a list of items to keep in mind (ie, "free" with that name), asked to recall them in any order. This type of recall is usually the main effect (when people are at the end of the list of recall items more frequently listed) the main effect (when people recall the previous item in the list that is displayed more frequently than before) ), Or evidence of up to date effects are displayed and continued effects (important trends of items in adjacent locations in the continuous recall list)

In the immediate free rehabilitation task, subjects presented a series of unrelated words at the span of that memory, then asked recalls in any order as many words. In the list of the beginning and the end of the word called better than the middle of the list of better words, they are primary and up to date, so-called. This recall mode is called serial position effect. Normally, it is assumed that the most recent word is saved in the main working memory and the old word is stored in the second long-term memory.

Recalling the sequence item displayed as a list (common in memory studies), there are two tendencies to influence the impact. The main effect is that participants remember that the first word in the list is superior to the intermediate word or end word. The theory behind this is that participants have longer time to rehearse these words in working memory. If participants are more likely to remember words at the end of the list, new effects may occur as they can be used for short term memory.

Category This list is the first list of California oral learning tests (Delis, Kramer, Kaplan, & Ober, 2000). The list was read out to participants at a rate of 1 word per second and was recalled verbally. Third Edition (Wechsler, 1997a) Third Edition (Wechsler, 1997a) to examine the test unit from the idea of ​​two short stories to measure the recall of prose, these stories by the experimenter, participants and others Read aloud to memories. The result is divided into three parts. First, we will explain the characteristics of each indicator of survey, such as overall performance level, age, other similar factor indicators, reliability etc. In the second half, we will calculate various measurement models and explain the correlation between the components.

Relationship between working memory capacity and execution function: Evidence of joint implementation of warning