Memory Recall
Author(s) First, Middle Initial (if applicable) and Last Name(s) in Starting with the Individual who Made the Biggest Contribution (not alphabetical)
This study examines the difference that categorization makes in memory recall exercises. It uses students from Queens College in an experiment in which categorized words are read aloud to one group and random words read aloud to a second group. The groups are then scored according to how many words they can recall correctly. The findings indicate that categorization makes a difference as the first group recalled more words correctly than the second group after two trials were conducted. Limitations are discussed and suggestions for future research are provided.
Memory Recall
What is memory? Memory consists of long-term and short-term recollections; it is a temporary store that has limited capacity. Today, scientists are still testing memory in efforts to better understand how it works and what it is capable of doing.
This study examines the outcome of an experiment based on memory recall. The phenomenon of memory recall is typically measured by providing cues and then recording the extent to which participants are able to recall data. As Lewis (1971) notes, "presentation affects item organization in memory storage, and a cue is effective along a certain dimension only if information is stored in that dimension" (p. 131). This means that memory recall is facilitated by a relationship between information and cues that are entwined together within a specific dimension relevant to the act of recall. Or, in other words, categorization matters in recall. Other variables that could potentially impact the outcome of recall are stimuli, such as sensory material (auditory, smell, taste, touch, etc.), surroundings (environment), and personal ability (habit) (Miller, 1956).
Miller's (1956) study identified the number seven as having a "Pythagorean" significance with regard to recalling items -- as evidenced...
96). Miller's findings indicated that integers themselves have a special resonance within the mind allowing individuals to recall items if they fit within a specific numerical category. Miller also discussed taste, pitch, loudness, etc. as variables.
Lewis (1971) examined the difference between cued and non-cued lists and their effect on memory. Categorization helps to facilitate memory according to the study but in random lists there is no significant difference in total recall between cued and non-cued.
Dong (1972), likewise, examined the recall of words, using cues (category names) and partial cuing and found that there was no significant statistical difference between cued and random categories used in recall ability.
Reddy and Bellezza (1986) studied the effect of mnemonic devices on recall, using 6 categories of 7 words each and noted that mnemonic devices did not help with free recall. They did conclude that categorized recall performed better than random recall.
This present study examines the effect of categorization on recall and its purpose is to examine the extent to which categorization impacts a person's ability to recollect information. This study builds on the work of previous studies -- namely those by Dong (1972), Reddy and Bellezz (1986), by exploring the relationship between categorization and memory. The
hypothesis used in this study is that categorization will help individuals to have better recall than non-categorization.
Method
Participants
Participants in the study consisted of 14 Queens College students (3 males and 11 females). Ages ranged from 20 to 32 years old, with the mean age being 24.62. Participants demonstrated no memory defects…
