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Expt Encoding Specificity Methdlgy

This study investigated the effect of cueing during encoding and retrieval on memory. It was hypothesized that providing cues during both encoding and retrieval would facilitate better recall compared to cues only during encoding. Participants were randomly assigned to one of two conditions: those who received cues during encoding only, and those who received cues during both encoding and retrieval. All participants studied word pairs and were later asked to recall the target words. Their recall performance was compared between the two conditions. It was expected that the condition with cues at both stages would demonstrate higher recall than the condition with cues only during encoding.

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Devanshi Parmar
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27 views

Expt Encoding Specificity Methdlgy

This study investigated the effect of cueing during encoding and retrieval on memory. It was hypothesized that providing cues during both encoding and retrieval would facilitate better recall compared to cues only during encoding. Participants were randomly assigned to one of two conditions: those who received cues during encoding only, and those who received cues during both encoding and retrieval. All participants studied word pairs and were later asked to recall the target words. Their recall performance was compared between the two conditions. It was expected that the condition with cues at both stages would demonstrate higher recall than the condition with cues only during encoding.

Uploaded by

Devanshi Parmar
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ENCODING SPECIFICITY

Title: To investigate the effect of cueing during encoding and retrieval on


memory.

Hypothesis: Cueing during both encoding and retrieval facilitates memory i.e.,
Mean recall scores of Ps who are cued both during encoding and retrieval phase
is higher than the mean recall scores of the Ps who are cued only during the
encoding phase.

Design: Single factor Independent group design. The experiment has 1


independent variable with two levels, the two levels are randomized between
two groups.

Operational definition of variables:


Independent variable:
Cues presented on the learning trials.
Level 1- learning cues presented only during encoding phase.
Level 2- learning cues presented both during encoding and retrieval phase.
Cue words are the words (e.g., table) that would be presented above the target
words (e.g, CHAIR) that are of high implicit associative value with the target
word. Target words are the words that are to-be -remembered (TBR) by the P
for the recall.

Dependent Variable:
Number of words recalled by the P in any order (Free recall).
Control Variables:
1. Each card will have a pair of cue and target words presented one below
the other
2. The cue words have strong association with the target words
3. Each card will be presented for 3 seconds
4. All target words are of the same length i.e., are four-lettered words
5. Different lists (with same 20 words) are used by different Es, each word
appearing in different ordinal positions across the lists
6. All cue words are presented in lower case
7. All target words are presented in upper case
8. Ps are asked to give an immediate recall.
9. The input cue words on the recall sheet (given to EG) were presented in
random order
10.Recall time was 3 minutes

Apparatus:
1. A set of 20 cue-target words pairs
2. A demo card with a pair of cue and target words not shown in the
original experiment
3. Recall sheets, with and without cue words
4. Metronome
5. Stationery
6. Screen
7. Stop watch
Procedure:
E arranges all the required materials and P is brought inside the laboratory. P is
made to sit comfortably, rapport is established, and following instructions are
given,
“This is a simple expt. on learning. You will be shown a series of cards, one
card at a time, over the screen. On each card 2 words will appear, one
capitalized and the other in lower case, one below the other ( E demonstrates
with the pair king-QUEEN written one below the other). Your task is to
memorize the capitalized words that you would see on the card. The word
presented in lower case however would be related to the capitalized words and
will help you remember the capitalized word. At the end of the list you will be
given a piece of paper.
EG:- The sheet will have the input cue words written one below the other. Your
task is to write down as many target words (capitalized words) you remember
besides the cue words or the lower case words that were shown to you earlier in
the expt. You will be given 3 mins. for this task
CG:- Your task will be to write down as many capitalized words that you had
seen earlier in the expt. The order is not important. You will be given 3 mins.
for this task.

Have you understood? Shall we begin?”


Words shown

Sr. No Target words Cue words


1 COLD hot
2 BLUE sky
3 WIND blow
4 BABY infant
5 PAIN ache
6 WASH soap
7 HIGH low
8 FOOD eat
9 HARD soft
10 OPEN close
11 HAND finger
12 SLOW fast
13 COAT lining
14 BIRD eagle
15 CAKE bake
16 TREE leaf
17 LOVE hate
18 GIRL boy
19 WORK labour
20 WEAK strong

Table 1: Comparison of total scores of the two participants


CG EG
Total recall scores
Table 2: Comparison of total, mean, and standard deviation of the two
groups
CG EG
Total recall scores
Mean recall scores
Standard deviation

Fig 1 would compare the total recall scores of the two Ps (bar graph)

Fig 2 would compare the mean recall scores of the two groups (bar graph)

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