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Because "heavy loads" on working memory do affect sentence generation, it is reasonable to assume that they might also affect simple mathematical processes. Do "heavy loads" placed on working memory affect just sentence generation or writing skills, or do they also affect left-brained skills like simple math calculation? Because of the effect on right-brained skills, the assumed hypothesis for this experiment is that if college students are given a "heavy load" on working memory, they will take longer to complete simple math skills. In fact, one would hypothesize that the "heavy load" on a working memory would impact mathematical skills even more than sentence generation skills because the subjects are being asked to remember a large number and then work with numbers. For this experiment, data using both a "heavy load" consisting of a numeric memory trial will be collected, though further research should consider performing the same task with a memory load that is not numerical and comparing the data.
Experiment II Method second group of college students will be selected for this experiment. Students will be selected from non-mathematical disciplines and will have had average mathematical scores on SAT and ACT tests. The students will then be given a series of computer-based mathematical timed tests in order to assess their ability to perform simple math skills. The simple skills will encompass making change, calculating mileage, and completing simple multiplication problems. Students will be given 10 second to initiate the task and 40 second to complete it. Before the testing begins, the students will run 10 trials in order to determine the rate at which they can complete the simple mathematical skills with no load on their working memories.
After the 10 trials, students will be given a visual memory trial on their screen just prior to the mathematical task. As Kellogg previously discerned that a six-digit memory task was considered a "heavy load,"...
They will have 7 seconds to memorize the digits, before the mathematical trials will begin. Students will complete the mathematical trials, after which they will see a series of six dots. Students will type the digits from the memory trial, replacing each of the dots. They will then press enter to submit the digits. In an attempt to correct a problem in experiment design from Kellogg's research, the students will not be given feedback concerning whether their answers were right or wrong as this may distract the students from using well-portioned time during the rest of the trials.
At the completion of the trials, data will be collected concerning the amount of time students took in initiating and completing the mathematical skills and the memory trials, in addition to whether or not the students completed the mathematical task correctly and remembered the digits assigned to them;
Experiment II: Significance
As already discussed, the concept of working memory is important not only for psychological and psychical evaluation, but also the concept will allow researchers to determine facts regarding concentration and task completion, in addition to making implications about various memory diseases and disorders. Although Kellogg's experiment already added to the literature about working memory by proving that a "heavy load" on working memory impacted students' sentence generation skills, the experiment inspired by his work will prove or disprove the impact of that "heavy load" on mathematical skills. By having results from both experiments, researchers will be able to determine whether or not working memory affects different personality types, different tasks, and different sides of the brain.
Works Cited
Kellogg, Ronald T. "Working Memory Components in Written Sentence Generation."
The American Journal of Psychology. 117.3 (2004): 341-361.
Works Cited
Kellogg, Ronald T. "Working Memory Components in Written Sentence Generation."
The American Journal of Psychology. 117.3 (2004): 341-361.
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