Sample introduction

In the cognitive approach, humans are seen as information processors. Cognitive researchers
have been interested in how knowledge is stored and retrieved. According to the multi-store
model of memory (Atkinson and Shiffrin, 1968 in Gross p 248), the memory system consists
of sensory memory, short-term memory and long-term memory. In order to be stored in long-
term memory, information needs to be coded and rehearsed in short-term memory. Cognitive
researchers have suggested that memory coding can have a visual (imagery) or verbal
(semantic) form. Paivio (1969 in Reed p 181) argued that there are two major ways in which Comment [1]: Introduction to the focus of this
experiment – memory encoding and processing.
people could elaborate on information to remember. One is verbal association and the other is
creating a visual image. According to Paivio, the ability to form a visual image of a word is
dependent on whether the word is abstract or concrete. It is generally easier for people to
form a visual image of a concrete word and therefore a concrete word is better recalled in an
experiment than an abstract word. According to Paivio’s dual-coding theory (in Reed p 183), Comment [2]: The theoretical foundation for
the experiment is described and explained.
there are two independent memory codes – a verbal and an image - that can both result in
recall. Research has consistently demonstrated that imagery is more effective.

This was demonstrated in an experiment by Paivio, Smythe and Yuille (1968 in Reed p 181) Comment [3]: The study to be replicated is
identified.
where they investigated how well student participants recalled paired words that were high-
imagery (for example, juggler, dress, letter, and hotel) to words that were low-imagery (for Comment [4]: The aim and population of the
original study is identified.
example, effort, duty, quality, and necessity). The researchers predicted that high imagery
word lists were easier to remember than abstract word lists because the words that were high
imagery were concrete. In the experiment, the participants were shown lists of words and
asked to remember them. The word lists were combined so that one list contained words that
were high-imagery and another list contained words that were low-imagery. There were also
lists that combined words that were high and low in imagery. The participants were not given
any particular instructions in terms of how to remember the word lists. The result of the Comment [5]: The procedure of the original
study is described.
experiment was that the participants recalled more high-imagery words than low imagery
words. The researchers argued that this was because it was easier to perform mental images Comment [6]: The results are stated –
although rather general. If the student has the
of words that were classified as high-imagery and concrete. One reason for higher recall in information available, it is best to include the
the high-imagery group could be that high-imagery words made it is possible to combine the exact results.
two words to form an interactive image. According to the researchers, this strategy increased Comment [7]: An explanation of the results,
recall. After the experiment was over the participants were asked what strategy they had used linked to the theory.

to remember the words and for the high-imagery words it was often reported that imagery
had been used as a memory strategy. The conclusion was that imagery was a more effective
learning strategy than verbal coding. Comment [8]: Statement of conclusion of the
original study.

This topic is worth studying because it may help students to develop better strategies for
learning content in school. Being able to visualize a concept may help students to better
remember terminology and apply it. It may also inform teachers as to how to best present
information to their classes. If information is presented in a more visual way, then it is
possible that student retention of that information will be better. Comment [9]: The student provides a
rationale or justification for the replication of
this study. Why is this worth studying?
This study is a simple replication of Paivio, Smythe and Yuille (1968). Based on the finding
in the original experiment, the aim of the present experiment is to investigate whether
concrete (high imagery) or abstract (low-imagery) words result in more recall in international
high school students. Comment [10]: The aim is clearly stated, with
IV and DV clear and the population to be
studied identified.


© John Crane, InThinking
http://www.thinkib.net/psychology/ 1


H0: There will be no significant difference in the number of abstract vs. concrete words
recalled by international high school student from a list of 20-words in which 10 of the words
are abstract and 10 are concrete. Comment [11]: The null hypothesis is clearly
stated and the variables operationalized.

H1: International high school students will recall significantly more concrete words than
abstract words from a list of 20 words in which 10 of the words are abstract and 10 are
concrete. Comment [12]: The research hypothesis is
clearly stated and the variables operationalized.

References

Gross, R. (2001) Psychology: The Science of Mind and Behaviour. 4th edition. London:
Hodder and Stoughton Educational.

Reed, S.R. (1996) Cognition: Theory and application. 4th edition. Pacific Grove:
Brooks/Cole Publishing Company.

© John Crane, InThinking
http://www.thinkib.net/psychology/ 2