EXPERIMENT-1

AIM
Aim is to measure the effect of chunking on recall of meaningful words and non-
meaningful words.
INTRODUCTION
MEMORY: Memory is the faculty of the brain by which data and or information is
encoded, stored and retrieved when needed.

THEORIES OF MEMORY:
 INFORMATION PROCESSING THEORY: Information processing theory is a
cognitive theory that uses computers as a metaphor for the way, the
human mind works. The most important processing is the stage theory
originated by Atkinson and Shiffrin, which specifies a sequence of 3 stages
information goes through to become encoded into long term memory:
sensory memory, short-term or working memory and long term memory.
Also the sensory memory is where the incoming information first enters. It
has a large capacity, however it is for very short duration. It is also known
as sensory register as it registers information as exact replica of the
stimulus. Then comes the short term memory which holds the information
for a brief period of time usually for 30 seconds. Short term memory is
fragile, on the other hand long term memory lasts for days, months, years
or even a lifetime.
 LEVELS OF PROCESSING: The level of processing model (Craik and Lockhart)
focuses on the depth of processing involved in memory, and predicts the
deeper information is processed, the longer a memory trace will last. The
idea that the way information is encoded affects how well it is
remembered.  The deeper the level of processing, the easier the
information is to recall.
THEORY OF FORGETTING:
 FORGETTING DUE TO TRACE DECAY: Trace decay theory states
that forgetting occurs as a result of the automatic decay or fading of the
memory trace. Trace decay theory focuses on time and the limited duration
of short term memory. This theory suggests short term memory can only
hold information for between 15 and 30 seconds unless it is rehearsed.
 FORGETTING DUE TO INTERFERENCE: Interference theory states that
forgetting occurs because memories interfere with and disrupt one
another, in other words forgetting occurs because of interference from
other memories.

MNEMONICS: This is a type of learning technique that helps to retain information

in our memory systems. Mnemonics depend mostly on linking or association of
the information to be remembered with a systematic and organized set of words
or images which can used in the long-term memory and can act as a reminder
cue. For example to remember the 7 colors of the rainbow, we can go with V-I-B-
G-Y-O-R, for the initials of Violet, Indigo, Blue, Green, Yellow, Orange, Red.

TYPES OF MNEMONICS:

1) LETTER AND WORD MNEMONICS STRATEGIES- Acronyms is the one of the

most common way of remembering things. Acronyms use a simple formula of a
letter to represent each word or phrase that needs to be remembered. For
example, think of the NBA, which stands for the National Basketball Association.

2) MUSIC MNEMONICS- Music is a powerful tool, which helps in remembering the

things in very joyful manner. Most popular example of this can be the A-B-C song
which almost everyone knows as it is used at early stage of life in childhood to
make the child remember the alphabets in the right order.

3) LOCI MNEMONIC STRATEGY- The learner visualizes a room or a familiar path

through a building and mentally associates facts or information with specific
locations or objects along the way. In order to recall what he's learned, he re-
visualizes moving through that room or along that path and each stop along the
way triggers another piece of information. This is the strategy which can be used
as a map which can be further known as a mind map, in which we create an
image in our mind. Example, you need to go to your work place from your home,
then u make a mind map.

4) THE MNEMONIC LINKING SYSTEM (STORIES OR IMAGES) - Consists of

developing a story or image that connects together pieces of information you
need to remember. Each item leads you to recall the next item. For example,
imagine that you need to remember to bring the following things with you to
school in the morning: homework papers, glasses, gym shoes, wallet, lunch
money, and keys.

5) PEG METHOD MNEMONIC- The peg method is an especially useful mnemonic

for remembering sequenced information. If first requires that you memorize the
following list in help you order the facts:

 one = bun
 two = shoe
 three= tree
 four = door
 five = hive
 six = sticks
 seven = heaven

After you have memorized this list, look over the new information that you are
trying to learn. Then, connect the first word to "bun," the second word to "shoe,"
the third word to "tree," etc. The goal is to make a memorable connection with
each new piece of information you need to memorize.

REVIEW OF LITERATURE:

Zageer, L. (2013) did a research on the effect of chunking on long term memory at
university students. Sample for this study were 60 students selected randomly
from males and females, and humanities and scientific disciplines. Some test was
conducted on these students which consisted of 24 items with 2 alternatives (yes
and no), degree of 1 is given to the Alternative (yes) and the degree zero (0) is
given to the alternative (no). And were divided into two groups. The results
showed that the students were more able to retrieve the list of abbreviated
words than the complete words.

Gilbert, A. Boucher,V. Jemel,B. (2011) the effect of the role of rhythmic chunking
in speech is shown with the help of an experiment. Sample for this experiment
were 20 native speakers of French recruited at the University of Montreal. All
were right-handers and presented normal hearing in terms of a standard
audiometric evaluation. Also, all participants presented a normal memory span
according to the digit span test of the WAIS. In results it was shown that further
supports the view that statistical learning effects operate by reference to
rhythmic chunks.

Jemel,B. Gilbert,A. Boucher,V. (2011) the effects of temporal chunking on speech

recall, is shown with the help of an experiment. It is established that temporal
grouping or chunking arises in serial recall as it does in speech. Chunking appears
in common tasks like remembering series such as phone number. In the present
study, we examine how detected chunks in meaningless strings of syllables and
meaningful utterances influence memory. Observations using evoked potentials
ensured that chunks in the heard stimuli were detected by the 20 listeners. The
results showed that, for meaningless series, chunk size and position significantly
affected listeners’ recall and their response times. However, there were no such
effects for meaningful utterances. This suggests that memory of novel series
operates by chunks. But in dealing with sequences of items that are already in
long-term store, chunks may not have a dominant influence on working memory.

Gobet,F. Croker,S. Jones,G. Oliver,I. Pine,J. (2001) chunking mechanisms in human

learning, is shown with the help of an experiment. Chunking is important in many
processes of perception, learning and cognition in humans and animals. The
literature itself can be divided into two broad areas, based on how and when
chunking is assumed to occur: the first assumes a deliberate, conscious control of
the chunking process (goal-oriented chunking), and the second a more automatic
and continuous process of chunking during perception (perceptual chunking). In
spite of the surface variety among descriptions, a common definition of a chunk is
possible: a chunk is a collection of elements having strong associations with one
another, but weak associations with elements within other chunks. And in
conclusion, two broad classes of chunking: goal-oriented and perceptual
chunking. From the diversity of available empirical evidence, the general notion of
chunking appears to be a robust and important one in contemporary cognitive
science.

Egan, D. Schwartz,B. (1979) chunking in recall of symbolic drawings, is shown with

the help of an experiment. Three experiments explored memory for symbolic
circuit drawings using skilled electronics technicians and novice subjects. In the
first experiment a skilled technician reconstructed circuit diagrams from memory.
Recall showed marked "chunking", or grouping, by functional units similar to
Chess Masters' recall of chess positions. In the second experiment skilled
technicians were able to recall more than were novice subjects following abrief
exposure of the drawings. This advantage did not hold for randomly arranged
symbols. In the third experiment the size of chunks retrieved systematically
increased with additional study time. Supplementary analyses suggested that the
chunking by skilled subjects was not an artifact of spatial proximity and chunk
statistics, and that severe constraints are placed on any explanation of the data
based on guessing. It is proposed that skilled subjects identify the conceptual
category for an entire drawing, and retrieve elements using a generate-andtest
process.

METHOD:

I. DESCRIPTION:

II. HYPOTHESIS: Use of chunking in recall will be higher for meaningful

words as compared to non-meaningful words.

III. MATERIAL REQUIRED: Flash cards (20), paper, pen, watch.

IV. DEMOGRAPHIC INFORMATION: Name- XYZ, Age- 18, Gender-

Female, Education- 1st year college student

V. ADMINISTRATION: The participant was shown flash cards of 10

meaningful and 10 non-meaningful words for 5 seconds each and
were asked to recall them after 30 minutes.
 VI. INSTRUCTIONS: Participant was told that she would be shown 20
words in total (in the form of flash cards) out of which 10 would be
meaningful words and other 10 would be non-meaningful words,
each for 5 seconds. After this, she would be asked to recall the words
after a gap of 30 minutes.

VII. PROCEDURE: First of all, the participant was made comfortable and a
rapport was formed. After rapport formation, the participant was
given the instructions for the test and made sure that the
instructions were clear and no doubts were left. Then, the participant
was shown total 20 flash cards, out of which 10 flash cards were of
meaningful words and other 10 flash cards were of non-meaningful
words. And each flash card was shown for 5 seconds each. Then,
after a gap of 30 minutes, the participant was asked to recall the
words and write them down.

VIII. OBSERVATION: It was observed that, when the participant was asked
to recall the list of meaningful and non-meaningful words, she used
chunking as a method. When she started writing the words, the
recalled them using the chunking method. And she used the imagery
method to remember the words and then recall them in the order. It
was observed that, the time she was looking at the cards, she spoke
the words out loud and clear and kept adding next word while using
an adjective and formed a story type image in her mind. And she
recalled that short story and with the help of her this idea she was
able to recall most of the words in the same order. Also the recall
was better at the time of meaningful words than at the time of recall
of non-meaningful words. Also to recall, she used her self-created
story by using it in parts, and the parts for the story she made were
in the form of chunks.

IX. INTROSPECTIVE REPORT: This experiment for me was really exciting

and fun to do with my friend over a video call, during this pandemic.
This helped me to test my memory capability that too for half an
hour and I was glad to see the results, as I was able to recall majority
of words from the meaningful words as they were quite easy to
remember, but in non-meaningful words it took a lot more efforts to
 recall and I was not able to recall many of them when it came to non-
meaningful words. But I enjoyed a lot in doing this experiment.

X. PRECAUTIONS: Few precautions were taken like first the participant

was made comfortable by rapport formation and made sure that the
environment is comfortable for the participant in terms of room
temperature, furniture, noise etc

RESULT OBTAINED:

LIST RECALLED BY THE PARTICIPANT:

LIST OF MEANINGFUL WORDS (BY LIST OF NON-MEANINGFUL WORDS (BY

PARTICIPANT) PARTICIPANT)
CAT LEN
SUN ZXC
BAT AXU
GUM ICB
GEL PH
LAZY COA
CAR
TREE
RAT
HELP

ORIGINAL LIST (THE ONE WHICH IS SHOWN TO THE PARTICIPANT:IN THE FORM
OF FLASH CARDS):

LIST OF MEANINGFUL WORDS LIST OF NON MEANINGFUL WORDS

(ORIGINAL) (ORIGINAL)
CAT LEN
SUN ZXC
BAT AXY
HELP ICB
GUM GNZ
GEL PHZ
LAZY ESY
RAT COA
CAR WIS
TREE JKL

INTERPRETATION:

After seeing the result, it can be interpreted that the recall for the meaningful
words was better than non-meaningful words. Participant used the story related
chunking, as soon as she saw the word, she made up a random story in her mind
and further used it as a tool to recall the words, which were shown to her 30
minutes ago.

CONCLUSION:

Hence, we can conclude that the hypothesis proposed is proved to be right.

That, the use of chunking in recall will be higher for meaningful words as
compared to non-meaningful words.

REFERENCES:

Zageer,L.(2013).The effect of chunking on long term memory at university

students.Global advanced research journal of social science,2(7),158-162.
http://garj.org/full-articles/the-effect-of-chunking-on-long-term-memory-at-
university-students.pdf?view=download

Gilbert, A. Boucher,V. Jemel,B. (2011). The role of rhythemic chunking in speech.

Bulletin of the British psychological Society, 495-519.
https://www.researchgate.net/publication/257297472_The_role_of_rhythmic_ch
unking_in_speech_Synthesis_of_findings_and_evidence_from_statistical_learnin
g

Jemel,B. Gilbert,A. Boucher,V. (2011). Effect of temporal chunking on speech

recall. Bulletin of the British psychological society,
file:///C:/Users/admin/Downloads/Effects_of_temporal_chunking_on_speech_r.p
df

Gobet,F. Croker,S. Jones,G. Oliver,I. Pine,J. (2001). Chunking mechanism in human

learning. Trends in cognitive sciences, 5(6), 236-243. DOI: 10.1016/S1364-
6613(00)01662-4

Egan, D. Schwartz,B. (1979). Chunking in recall of symbolic drawings. Memory and

cognition, 7(2), 149-158. DOI: 0090-502X/79!020149