The Effects of Study Condition Preference on Memory and Free Recall LIANA, MARISSA, JESSI AND BROOKE

Transcription

1 The Effects of Study Condition Preference on Memory and Free Recall LIANA, MARISSA, JESSI AND BROOKE

2 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.

3 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.

4 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

5 Participants 38 total participants Chosen based on sample of convenience 24 females (63.2%) and 14 males (36.8%) Average age = (SD= 8.6) Median age = 22 Modal age = 21 Age range = 38 Maximum = 56; Minimum = 18

6 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?

7 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

8 Results Descriptives when not Separated by Preference: Silence M=10.71, SD= 3.44; Music M=10.71, SD= 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= , SD= Music Condition: M= , SD= Independent Samples T Test: t (36)= , p= (p>0.05) so there was no significant findings Independent Samples T Test (to see if there was an order effect): t (36)= , p= (p>0.05) No significant findings for Order Effect, which means doing one before the other didn't effect their testing

9 Figure 1. Total Mean Versus Difference Mean (+7) Differences Seperated by Preference Vs. Total Mean Graph

10 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)

11 Figure 2. Mean Difference Between Silence and Music Conditions Mean Differences Separated by Preference Graph

12 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

13 Limitations College students Testing effects Small number of participants Little control over settings (headphones, surroundings, background noises, distractions, etc)

14 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

15 References Baddeley, A., & Salamè, P. (1988). Effects of background music on phonological short-term memory. The Quarterly Journal of Experimental Psychology, 41(1), doi: / 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), doi: /