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Memory

Memory. Does irrelevant speech & gender interfere with and affect memory recall?. Presentation Outline. What is the scientific research behind our experiment? How is it being extended? How will the experiment be conducted? What are our initial predictions?. Presentation Outline.

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Memory

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  1. Memory Does irrelevant speech & gender interfere with and affect memory recall?

  2. Presentation Outline • What is the scientific research behind our experiment? • How is it being extended? • How will the experiment be conducted? • What are our initial predictions?

  3. Presentation Outline • What is the scientific research behind our experiment? • How is it being extended? • How will the experiment be conducted? • What are our initial predictions?

  4. Testing Feature Interaction: Irrelevant Speech Effects in Immediate Recall • “Recall of visually presented lists…during a cued recall task is disrupted by irrelevant background speech.” (Tolan & Tehan, 2002) • “Irrelevant speech markedly impairs serial recall of visually presented lists, even though the person is asked to ignore the speech.” (Jones & Morris, 1992)

  5. The Irrelevant Speech Effect 1. Working memory explanation (Baddeley, 1986) 2. The O-OER model (Jones, 1993) 3. The feature model (Nairne, 1990, Neath 1999)

  6. Presentation Outline • What is the scientific research behind our experiment? • How is it being extended? • How will the experiment be conducted? • What are our initial predictions?

  7. Relevant Speech & The Gender Effect • Is relevant speech more interfering than irrelevant speech? • Does the gender of the auditory interference have an effect? • Is there a statistically significant correlation between the two factors, gender and relevance?

  8. Presentation Outline • What is the scientific research behind our experiment? • How is it being extended? • How will the experiment be conducted? • What are our initial predictions?

  9. Method – The Participants • Total of 60 participants, 30 female, 30 male. • All participants expected to be 17-21 years of age. • 40 participants asked to complete the same 4 trials, 20 in control group.

  10. Method – The Materials • 15 pairs of random, sensible, non emotive nouns, divided into 4 groups, creating a total of 120 words. • Pairs of words to be displayed on a computer in black writing on a white background. • Interference recording using independent male/female volunteers reading a passage of writing either forwards or backwards. • Recall test is hand written.

  11. Method – Design • 2 x 2 x 2 factorial design • Factors: Male/female participant (BS) Male/female interference (WS) Relevant/irrelevant interference (WS)

  12. Method – Design • Two independent variables: 1. Gender of interference recording 2. Relevance of interference recording • Dependent variable: 1. Number of words successfully recalled.

  13. Method – The Procedure I • 30 seconds of interference speech prior to learning. • 1 minute of interference speech during learning. • Learning consists of 15 pairs of words, displayed separately for 4 seconds each. • 30 seconds of interference speech after learning (Recency effect).

  14. Method – The Procedure II • Hand written cued recall task. • 1 minute of rest time before next trial. • Total of 4 trials, divided into 2 sessions over 2 days. • Participants asked to ignore all speech.

  15. Presentation Outline • What is the scientific research behind our experiment? • How is it being extended? • How will the experiment be conducted? • What are our initial predictions?

  16. Our Predictions • Irrelevant speech will result in poorer recall than relevant speech. • Opposite gender auditory distracter to the participant will cause lower recall.

  17. References • 1. Baddeley, A. (2002). Human memory – Theory and practice. Hove, Sussex: Psychology press ltd. • 2. Jones, D. & Morris, N. (1992). Irrelevant speech and serial recall: implications for theories of attention and working memory. Scandinavian journal of psychology, 33. Retrieved 6th March 2007 from www.pubmed.gov • 3. Nairne, J.S. (1990). A feature model of immediate memory. Memory & cognition, 18. Retrieved 10th March 2007 from http://www2.psych.purdue.edu/~nairne/pdfs/15.pdf

  18. References 4. Neath, I. (1999). Modelling the Disruptive Effects of Irrelevant Speech on Order Information. International journal of psychology, 34. Retrieved 6th March 2007 from http://taylorandfrancis.metapress.com/content/augnrpu162yx0mj2/ • 5. Tolan, A., & Tehan, G.(2002). Testing feature integration: between-stream irrelevant speech effects in immediate recall. Journal of memory and language, • 46. Retrieved 1st March 2007 from, www.academicpress.com

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