Memory (Chunking)

Jagriti Nambiar

Amity Institute of Psychology and Allied Sciences

PSYC153: Basics of Psychology

Mr. Jalendu Dhamija

8th December 2021

Aim

To study the impact of chunking on immediate recall of a list of numbers.

Introduction

Memory refers to the active system that puts sensory information into a usable form, stores it and then

retrieves it when required. The three processes of memory include encoding the sensory information,

storing it in an organised and usable form and then retrieving it. According to the Stage model, there

are three types of memory- Sensory memory, Short term memory and Long term memory. Sensory

memory is the first stage wherein information is received by our senses and sent to the short term

memory by paying attention to it. The storage capacity of sensory memory is large but the duration till

which information can be held is only a fraction of seconds. There are two types of sensory memory-

Iconic (visual) and Echoic (auditory). If one pays enough attention to the piece of information, then it

goes into the short term memory where it stays for about 30 seconds. Information can be retained in

the short term memory for longer through maintenance rehearsal. Working memory is also a part of

short term memory which is an active system that processes the information present in the short term

memory. The storage capacity of the short term memory id comparatively small. Through the process

of consolidation, the information goes to the long term memory where it stays for a relitively

permanent time. The storage capacity is unlimited and the duration lasts up to a lifetime. Elaborative

rehearsals can be used to retain a piece of information in the long term. There are two types of long

term memory- Non Declarative (implicit), which stores all the common activities that one carries out
on a day to day basis and doesn’t really need to be learned, and Declarative (explicit), which stores all

the factual information and general knowledge. Under declarative memory there are two types-

Semantic and Episodic. Semantic memory stores information by attaching a meaning to it while the

episodic memory stores all pieces of information in the form of episodes or events.

Good nutrition, physical exercise and adequate sleep positively contribute to memory and it’s

functioning. Certain techniques can also be used to enhance one’s memory. The use of mnemonics is

a strategy that helps in recalling a piece of information. One can associate a term that they need to

remember with a common item that they are familiar with. Another technique that can be used is

making acronyms by taking the first letters of words that need to be remembered and making a new

word out of them. Visualising concepts is also a very key step in memorising and retaining

information. Some people may also find it easier to remember information if they read it out or write

it down. A very efficient way of memorizing information is by organising it in ‘chunks’. When we

group similar pieces of information into chunks we are able to remember them better. Our short term

memory’s capacity is very limited so by chunking we can arrange smaller bits of information and

combine them into more meaningful and memorable wholes.it also helps us identify key concepts,

key words and ideas and helps develop one’s ability to paraphrase which makes it easier for one to

organise and synthesize information.

Review of Literature

The research was conducted by Stephanie Werner et al. in 2020, on “Visual chunking as a

strategy for spatial thinking in STEM”. Working memory capacity is recognized to predict

the performance of beginners and experts on a number of STEM tasks (Science, Technology,
Engineering, and Mathematics). STEM tasks require the problem solver to encode and

transform complex spatial information. To address the issues students confront when

navigating STEM coursework and degree programmes, it is vital to understand how

visuospatial information is encoded and transformed differently by STEM learners. This

study investigates student accuracy in recognising colour changes in visual stimuli from the

chemical discipline. Experiments show that how information is visually arranged in "chunks"

affects the encoding of visuospatial information by both beginner and expert chemistry

students. Students are more accurate at detecting colour changes within chemistry-relevant

chunks than changes that occur outside of them, according to this study. This research backs

up the hypothesis that chunking tactics are important tools.

The research was conducted by Stephanie Werner et al. in 2020, on “Visual chunking as a

strategy for spatial thinking in STEM”. Working memory capacity is recognized to predict

the performance of beginners and experts on a number of STEM tasks (Science, Technology,

Engineering, and Mathematics). STEM tasks require the problem solver to encode and

transform complex spatial information. To address the issues students confront when

navigating STEM coursework and degree programmes, it is vital to understand how

visuospatial information is encoded and transformed differently by STEM learners. This

study investigates student accuracy in recognising colour changes in visual stimuli from the

chemical discipline. Experiments show that how information is visually arranged in "chunks"
affects the encoding of visuospatial information by both beginner and expert chemistry

students. Students are more accurate at detecting colour changes within chemistry-relevant

chunks than changes that occur outside of them, according to this study. This research backs

up the hypothesis that chunking tactics are important tools.

The research was conducted by Cheng lai, et tal . in 2005. This study investigated the development of

visual chunking skills in the processing of Chinese characters among Hong Kong pupils. One-

hundred-seventy-nine primary school students from first, second and fourth grades were administered

a character copying task. Children as young as 6 years of age were aware of character units and

were able to apply visual chunking strategies when processing characters. Children in higher grades

performed better than those in lower grades on every character type, and the types of errors they

made revealed that their chunking level was higher than that of younger children. Differences

between ability groups emerged in second grade and vanished in fourth grade, suggesting that

children with a lower reading ability are slower to develop advanced chunking skills.

An experiment conducted by Dennis Norris and Kristjan Kalm, in 2020, showed that STM is

improved when words in the input can be chunked into large units. Chunking allows more

information to be stored in the available capacity. An alternative is that chunking operates

primarily by reintegration, contrary to Miller’s, they suggested that memory capacity is

primarily determined by the amount of information that can be stored in verbal STM,

chunking can sometimes allow the information capacity of STM to be exploited more
efficiently. Concludingly, they suggested that chunking depends on the nature of the

representational vocabulary underlying a particular memory system and the degree of

redundancy in the input.

According to the experiment conducted by D. R. Young and F. S. Bellezza in optimal recall

occurs when the second presentation of an item results in the retrieval and elaboration of the

first-presentation code. When a new code is generated, recall is suboptimal. The chunking

hypothesis correctly predicted that with a large spacing of item repetitions, constant-encoding

conditions resulted in superior recall performance in three experiments involving paired-

associates learning. Variable encoding, on the other hand, resulted in better recall with short

spacing. Furthermore, evidence for superadditivity was discovered in Experiment 3 in the

experimental conditions where code elaboration was most likely to occur. It is suggested that

multiple-copy explanations of the repetition effect are untenable unless an item's repetition is

not recognised. If a repetition is detected, the information from both presentations is

organised in memory into a single code and recall performance is optimal.

This research was conducted by Buxton, et. Al . in 1995. We've argued that user interface

pragmatics can be used to speed up the acquisition of expert operational skills. The key is to

chunk the dialogue into units that are meaningful to the application using gesture-based

phrasing. Any concept or transaction that can be described in a single word or phrase should
be able to be articulated by a single gesture. This desired one-to-one correspondence between

concept and gesture leads to interfaces that are more compatible with the user's model. The

work described is based on practise and experience rather than formal experimentation. It is

preliminary, and much more research is needed. However, the examples presented are

compelling enough to warrant a look at current design practise.

Methodology

Hypothesis

The number of trials taken for perfect recall of a chunked list of digits will be less as compared to

digits presented without chunking.

Design

A within-subject, the design was used for this experiment. This required using the same participants

for each condition – the immediate recall of chunked numbers and those presented without chunking.

This allowed the responses from an individual on both conditions to be compared. The subjects were

presented the number lists alternatively- beginning with non-chunked (A) and then chunked (B) and

henceforth. The number of digits was increased in subsequent trials from five up to twelve and trials

were recorded for each condition, with the maximum number of trials fixed at ten.

Materials required
One set of chunked and non-chunked lists of digits, plain sheet.

Subject Preliminaries

Name: Shobhana Nambiar

Gender: Female

Age: 46

Education Qualification: Post Graduate

Variables

Independent variable: Presentation

Dependent variable: Average trials for correct recall.

Administration

Rapport formation

The participant was made to sit comfortably. A friendly conversation was held to

make them feel relaxed. When the participant felt at ease, the experiment was introduced. The

instructions were given, and the participant was assured that confidentiality of their identity

would be maintained. The queries of the participant were addressed, and the procedure was

started.

Instructions
‘I will read aloud a list of digits to you. You are required to recall back the digits to me in the same

order of presentation. Be loud and clear with your recall. The trials will continue till you correctly

recall all the items on the list in the order of their presentation. If you have any query regarding the

experiment, you can ask me without any hesitation.’

Procedure

First of all, the participant was read out the digits without chunking. Then she was asked to

recall those items correctly in the order of their presentation. The recalls were recorded on the data

sheet with the symbols of right and wrong responses. The trials continued till the subject correctly

recalled all the digits read out in the order of their presentation. After that the participants were read

out a list of digits in chunked form and she was asked to recall digits presented to him. In this way the

process of demonstration of items and their recalls continued till the subject correctly recalled all the

digits in the string. At the end, an introspective report of the subject was recorded.

Introspective report

“ It was a very interesting experience. I liked trying to memorise numbers and test my abilities.

The chunked digits seemed easier to recall.”

Observational report

The subject was enthusiastic to participate in the experiment. She remained calm throughout and

cooperated during the experiment.

Precautions

Before the conduction of the experiment, it was ensured that the lighting facility in the lab

was proper. Tasks were presented in a proper manner to avoid the chance of being fatigued and

repetitiveness. It was made sure that there was no background noise to avoid unwanted distraction.
 Results

This experiment aimed to study the impact of chunking on the immediate recall of a list of numbers.

The recalls were recorded on the datasheet with the symbols of YES (✔️) and NO (❌) responses. The

trials continued till the subject correctly recalled all the digits read out in the order of their

presentation. After that, the participant was read out a list of digits in chunked form and he was asked

to recall digits presented to him.

Trials
1 2 3 4 5 6 7 8 9 10
Stimulus
1A ✔

1B ✔

2A ✔

2B ✔

3A ✖ ✔

3B ✔

4A ✖ ✔

4B ✔
 Trials
1 2 3 4 5 6 7 8 9 10
Stimulus
5A ✖ ✖ ✔

5B ✖ ✔

6A ✖ ✖ ✔

6B ✖ ✔

7A ✖ ✖ ✖ ✔

7B ✖ ✖ ✔

8A ✖ ✖ ✖ ✖ ✖ ✔

8B ✖ ✖ ✖ ✔

For each condition A and B, calculate average recall: total number of trails taken divided by 8.

For each condition A and B, calculate average recall: total number of trails taken divided by 8.
 Non-Chunked (A) 4

Chunked (B) 1.8

In non-chunked condition (1 A) the subject took one trial. In chunked condition (1 B) the

subject took one trial. In non-chunked condition (2 A) the subject took one trial. In chunked

condition (2 B) the subject took one trial. In non-chunked condition (3 A) the subject took

two trials. In chunked condition (3 B) the subject took one trial. In non-chunked condition (4

A) the subject took two trials. In chunked condition (4 B) the subject took one trial. In non-

chunked condition (5 A) the subject took three trials. In chunked condition (5 B) the subject

took two trials. In non-chunked condition (6 A) the subject took three trials. In chunked

condition (6 B) the subject took two trials. In non-chunked condition (7 A) the subject took

four trials. In chunked condition (7 B) the subject took three trials. In non-chunked condition

(8 A) the subject took six trials. In chunked condition (8 B) the subject took four trials.

Interpretation

The average number of trials for non-chunked was 4 while the average number of trials for chunked

was 1.8. It was found out that the average number of trials for non-chunked was higher. Hence, we

can say that the number of trials taken for perfect recall of a chunked list of digits will be less as

compared to digits presented without chunking.

The aim was to study the impact of chunking on immediate recall of a list of numbers. The participant

was read out the digits without chunking. Then she was asked to recall those items correctly in the

order of their presentation. The recalls were recorded on the data sheet with the symbols of right and

wrong responses. The trials continued till the subject correctly recalled all the digits read out in the

order of their presentation. After that the participants were presented a list of digits in chunked form

and she was asked to recall digits presented to her. In this way the process of demonstration of items

and their recalls continued till the subject correctly recalled all the digits in the string. At the end, an

introspective report of the subject was recorded. The result showed that the hypothesis got proved

which is the number of trials taken for perfect recall of chunked list of digits was less as compared to

digits presented without chunking.

References

Stieff, M., Werner, S., DeSutter, D., Franconeri, S., & Hegarty, M. (2020). Visual chunking as a
strategy for spatial thinking in STEM. Cognitive research: principles and implications, 5(1), 1-15.

Pak, A. K., Cheng-Lai, A., Tso, I. F., Shu, H., Li, W., & Anderson, R. C. (2005). Visual chunking skills
of Hong Kong children. Reading and Writing, 18(5), 437-454.

Norris, D. G., & Kalm, K. (2018, May 9). What’s in a chunk? Chunking and data
compression in verbal short-term memory. https://doi.org/10.31234/osf.io/2st4j

Bellezza, F. S., & Young, D. R. (1989). Chunking of repeated events in memory. Journal of
Experimental Psychology: Learning, Memory, and Cognition, 15(5), 990–997.
https://doi.org/10.1037/0278-7393.15.5.990

Buxton, W. (1995). Chunking and phrasing and the design of human-computer dialogues.
In Readings in Human–Computer Interaction (pp. 494-499). Morgan Kaufmann.

Appendix