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you
recall now, in any order. When you cannot recall any more, raise your hand to signal that you are
ready for the next task. (Give 5 minutes maximum for delayed recall.)
8. Please turn that tally sheet over. Now you will take a recognition test of the words to which you
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were exposed. In your workbook is a Recognition Test that includes the 50 original words plus 50
others not in the original lists. Circle each one you think was on one of the original lists you heard
and saw. Do it as quickly as you can.
9. It’s time for you to calculate the results for each of the three measures of memory separately, using
the answer keys in your workbook. When you have done so, fill in the Data Tabulation Sheet in
your workbook, state your conclusion, and draw the graph requested.
10. The individual data should be tallied for the class on the chalkboard or on an overhead projector. If
there is time, a class graph and within-subjects t-test can be computed.
DISCUSSION, EXTENSIONS, AND EXPERIMENTAL VARIATIONS
1. Perform the experiment with some students in the Hello condition not doing the narrative chaining
to see the effects of distraction not aided by making the word lists more meaningful. Compare recall
for the most vivid and bizarre list-stories with more mundane ones.
2. Vary the type of depth-of-processing instructions, for example, a vivid image of the first word on the
list or a rhyme for each word. A yoked-control group might use the story chains that were created
by the Hello group to see if generating a personally meaningful integration is necessary for the
effect or if performing the task with an arbitrary story chain is as effective.
3. Have students graph the data to investigate serial position effects–by lists rather than by individual
words–for each type of memory measure.
4. With brighter students, shorten the exposure time to each list, lengthen the size of the lists, and
extend the delay interval.
ADDITIONAL RESOURCES
Bower, G., & Clark, M. C. (1969). Narrative stories as mediators for serial learning. Psychonomic Science, 14,
181-182.
Craik, F. I. M., & Watkins, M. J. (1973). The role of rehearsal in short-term memory. Journal of Verbal Learning
and Verbal Behavior, 12, 599-607.
Lorayne, H., & Lucas, J. (I 975). The Memory Book. New York: Ballantine Books.
Modigliani, V, & Searnon, J. G. (1974). Transfer of information from short-term to long-term memory. Journal
of Experimental Psychology, 102, 768-772.
Shimamura, A.Y. (1984). A guide for teaching mnemonic skills. Teaching of Psychology, 11, 162-166.
Thieman, T. J. (1984). A classroom demonstration of encoding specificity. Teaching of Psychology, 11, 101
102.
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WORD LISTS FOR DEPTH-OF-PROCESSING STUDY
Repeat Hello Repeat Hello
(Practice) (Practice) (1) (2)
apple flower river body
fire queen garden letter
storm army lake girl
ship kiss sugar rock
king street bird tree
(3) (4) (5) (6)
lip shoes water weapon
book machine hall home
seat boy market skin
gold village camp moat
valley green shore car
(7) (8) (9) (10)
cat soil iron picture
sky city party judge
horse mountain doctor star
vehicle house railroad door
money prison square sea
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IMMEDIATE RECALL ANSWER SHEET
A. Practice B. Practice
1. 2.
3. 4.
5. 6.
7. 8.
9. 10.
Do not turn to the next page until you are instructed to do so.
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DELAYED RECALL ANSWER SHEET
Do not turn to the n
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