Psych Discussion Response

Course Textbook:

Goldstein, B. E. (2015). Cognitive psychology, connecting mind, research, and everyday experience (4th. ed.). Belmont, CA: Wadsworth.

Original Question:

Do some investigating and report back to the class about 2 articles you found involving current research on the word-length effect of Working Memory.

Be sure to cite and reference all outside materials, including the text book. All posts should include at least one outside source. If you use the text book your citation should look like this (Goldstein, 2015) in the body of your post. If you are making a direct quote, you should also include the page number (Goldstein, 2015, p. 20). At the end of your post you should include the following Reference listing: Goldstein, B. E. (2015). Cognitive psychology, connecting mind, research, and everyday experience (4th. ed.). Belmont, CA: Wadsworth.

Reply to the following response with 200 words minimum. (please make response as if having a conversation, respond directly to some of the statements in below post.)

I was able to find the following articles on word-length effect of Working Memory. The First article is titled “Word length effect in free recall of randomly assembled word lists.” This article discusses the classic study where participants were given a list of words, and the study consisted of the following: “participants were reported to recall more words from study lists composed of short words compared to lists of long words, the word length effect. The world length effect was also observed in free recall experiments, where subjects can retrieve the words in any order.” This study was completed to see how people would react to using easier or more difficult words that mean the same thing.  The study found that even though the list has short and long words, the participants were proven to use the short words, as they were easier to remember. This particular study consisted of:

The data reported in this manuscript were collected in the lab of M. Kahana as part the Penn Electrophysiology of Encoding and Retrieval Study (see Miller et al., 2012 for details of the experiments). Here we analyzed the results from the 141 participants (age 17–30) who completed the first phase of the experiment, consisting of seven experimental sessions. Participants were consented according the University of Pennsylvania’s IRB protocol and were compensated for their participation. Each session consisted of 16 lists of 16 words presented one at a time on a computer screen and lasted approximately 1.5 h. Each study list was followed by an immediate free recall test. Words were drawn from a pool of 1638 words. For each list, there was a 1500 ms delay before the first word appeared on the screen. Each item was on the screen for 3000 ms, followed by jittered 800–1200 ms inter-stimulus interval (uniform distribution). After the last item in the list, there was a 1200–1400 ms jittered delay, after which the participant was given 75 s to attempt to recall any of the just-presented items. All trials were used; intrusions and repetitions were removed from trials.

The second Article was titled “Effects of word length on young children’s memory performance.” This study focused more on children ages 3-6 and explored two possible hypothesis suggested by Gathercole and Hitch (1993). In three experiments with serial recall tasks, the word presentation interval was adjusted so that participants could repeat both long and short words sub vocally the same number of times in the intervals between the words presented. As a result, among children from 3 to 6 years of age, the word length effect was significantly reduced, whereas the same manipulation of the word presentation interval did not affect the word length effect in adults. These results suggest that the word length effects in young children reflect the process of retaining auditory information in the interval between presentations as well as readout of the phonological representation.

I find that these studies are very detailed and the study is completed generally in an controlled environment.

References:

Katkov M, Romani S and Tsodyks M (2014) Word length effect in free recall of randomly assembled word lists. Front. Comput. Neurosci. 8:129. doi: 10.3389/fncom.2014.00129

Yuzawa, Miki. “Effects of Word Length on Young Children’s Memory Performance.” SpringerLink. Springer-Verlag, n.d. Web. 17 July 2017.

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