Semantic vs Structural Encoding in Human Memory

Abstract

This experiment’s aim has been the investigation of the impact of the processing level (IV) and the human memory (DV). The hypothesis has been to find the processing lead’s deeper level in bettering the memory and consequently greater recall, the controlled variable of the experiment such as the target population’s age, environmental conditions and the background of the participants. There has been the use of Independent Measures design in the experiment and the sample of participants is in their 20s. The Fatigue Effect and the Practice Effect has been reduced with the use of Single-Blind technique. The hypothesis has been proved by the results: Semantic encoding leading to deeper trace and higher retention of memory where the Structural encoding will be leading to shallow processing memory. For those seeking healthcare dissertation help, understanding the nuances of these effects can be critical in ensuring accurate and meaningful results in similar research.

Introduction

Definition and importance

Memory is the human ability of encoding, storing, retaining and consequently recalling of the past experiences and the information in the human brains. The ability of remembering the past experiences and the process or power to recall the mind’s earlier habits, skills, impressions, experiences, and learned facts (Schacter & McGlynn, 1989).

The research into memory is needed to address the changes in memory in psychiatric and neurological conditions which can be having profound impact on the ability of an individual for functioning in daily life.

Funneling Topic

Key elements of the main theory of Levels of Processing

The key elements of the main theory of Levels of Processing are:

• Developmental
• Cognitive
• Behavioral

Memory has been only a by-product of the processing information’s depth and there has not been any clear distinction between the long term and the short term memory. Thus, instead of the concentration laid on the structures/stores involved, this theory focuses on the involved processes in the memory.

Literature Review

The Semantic processing takes place when a word’s meaning is encoded and is related to it with similar meaning of similar word. The research has found deep processing involving elaborate rehearsal that includes the information’s more meaningful analysis leading to better recall.

Research Question

How shallow and deep processing affects the recall of memory?

Design and Variables

In this study, it will be investigated how shallow and deep processing affects the recall of memory.

This would be a qualitative study designed between participants. The IV would be level of processing and the DV would be memory.

Hypotheses

The participants of this research would be presented with a series of sixty words and related to these words they will have to answer one out of the three questions. Some questions have the requirement of participating in processing the word in a shallow way (for example, phonemic and structural) and others in deep way (for example semantic).

Methods

Participants

Sixty participants took part in the study with 30 males and 30 females. The mean age of the participants had been 26 years, with SD = 7 percent and range between 22 years to 30 years. The snowballing process has been followed to recruit the participants. The participants are allocated randomly.

Materials

There has been a requirement of classroom setting in conducting the experiment. The materials required are the followings:

• Blank sheets of paper
• Debriefing letter
• Task sheets attached with word list
• Standardized instructions
• Consent form of the parents
• Stopwatch
• Pen

Procedure

There are two comfortable classrooms, where each group is taken to each classroom with enough tables and chairs for 30 participants. They are given Parent’s Consent Form and Consent Form for the participants above 16 years of age. After this, for each group, Standardized Instructions are given. At this point, the participants are allowed to withdraw. They are also given the Task Sheets and Word lists, although are not allowed to start till instructed.

The maintenance of time limit is done with the use of a stopwatch following which the time is up. The participant is instructed in keeping their pens down while the collection of the answer sheet began.

There is also handing down of the Debriefing letter. After reading it, it is collected and this group’s participants have been asked in remaining seated till the nest group is gathered to another classroom.

Results

The existing data is reexamined with respect to Incidental Learning, Sensory Storage and Selective Attention, and the LTS/STS Distinction. The mean and SD of Shallow LOP and Deep LOP are calculated.

There has been recalling by the participants with regards to more words that have been processed semantically in comparison to the visually and phonemically processed words.

Discussion

This study has produced the results that are identical with the results of Craik and Lockhart (1972). The variables have been identical for all the motioned researches in the introduction. The experiments that Craik and Tulving (1975) conducted reinforced the increase of the processing depth as furthering the structural processing to the deepest and the phonological at Semantic processing.

The testing of this research has two of these conditions only. The task of the structural encoding where the letters’ colors have had the requirement for its identification and this has been proved to be the processing’s Shallow level.

The second task has the requirement of the participants to be making sentences with the identical word list. This is with the words having been processed in the brain deeper. The memory’s cognitive function has been affected by a number of conditions as these.

The statistical results also turned out to be identical. The mode, median, and mean for the Group A have been in higher numbers in comparison to the Group B that have shown higher number of words been subject to recalling because of deeper processing. As per Craik and Lockhart, the perception’s by-product is the memory and in the brain the words are perceived to be deeper and in the long term the human memory is stronger. There is also replication in the results that the experiment conducted by Craig and Tulving proved to be identical with their analysis’ help.

Hyde and Jenkins experimented with an in depth and wider analysis that reproduced that there is direct proportionality of the recall with the processing’s depth. The incidental learning has been incorporated in this test with the helping hand of Convenience Sampling and surprise recall test.

With the use of the identical classroom setting in these 2 cases, it was ensured that not only these participants are comfortable, but the condition is also appropriate in answering the task. The environmental conditions with these are controlled. This study’s target population’s age is in the early to late 20s. The design of the independent measures ensured that Fatigue Effect and Practice Effect are eliminated. The Single-blind techniques used has ensured the avoidance of Demand Characteristics.

The hypothesis has been proved by the results: Semantic encoding leading to deeper trace and higher retention of memory where the Structural encoding will be leading to shallow processing memory.

The limitations include the maintenance of the difficulty of the words. This cannot be judged as there might be familiarity of the participant with some rather than with others. In avoiding this, the word list can be consulted to an English teacher and a control group.

The future direction points towards the test that can be carried out collectively for comparing the results.

References

• Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal behavior, 11, 671-684.
• Craik, F.I.M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory.Journal of Experimental Psychology: General, 104, 268-294.
• Schacter, D. L. & McGlynn, S. M. (1989). Implicit memory: Effects of elaboration depend on unitization. The American Journal of Psychology (University of Illinois Press) 102 (2): 151–181.doi:10.2307/1422950. ISSN 0002-9556. JSTOR 1422950.