Sequential Memory Results and Comments

Homework 5

Write a short summary (one or two paragraphs) describing any patterns you see, and conclusions you can reach, or any explanations you can bring to bear on the phenomena.

• 8 7 0 3 1 4/870314 (All correct.)
• 7 1 5 0 5 4 3 6/71505436 (All correct.)
• 2 1 6 6 8 7 2 5 4 5/216687215 (Substituted “1” for “4”)
• 6 8 1 4 3 7 9 5 2 4 7 0/68153790 (Substituted “5” for “4”, “0 for “5, Omitted last four digits.)
• 2 8 4 3 9 3 4 8 2 5 5 1/284393482551 (Omitted last seven digits.)
• T S Y L Q P/TSYLQP (All correct.)
• C I M W O D X A/CIMWODXA (All correct.)
• Q W E R T Y U I P/QWERTYU_P (Omitted “I” near end of sequence.)
• K W U C R A L N Y W G S J/KWU_ _ _ _ _ _ _ _ _J (Omitted 9 out of the last 10 digits.)
• L A B O N N E M A I S O N/LABONNEMO_SAIN (Reversed “O_” for “AI”)
• LEAF GIFT CAR FISH ROCK (All correct.)
• PAPER SEAT TIRE HORSE FILM BEACH TREE BRUSH (All correct.)
• BAG KEY BOOK WIRE BOX WHEEL BANANA FLOOR BAR PAD BLACK RADIO BOY (Left out words depicted in "red".)
• LOVE EMOTION PLAN ATTEMP RULE LAW ANALYSIS SYSTEM FINE PAYMENT (Left out words depicted in "red".)
•WHILE I WAS WALKING THROUGH THE WOODS A RABBIT RAN ACROSS MY PATH (All correct.)

Patterns: Shorter sequences were more easily retained. Meaningful CVC patterns were recognized and more easily retained. Beginnings and endings were more easily retained. Similar patterns can be recognized when working with emerging readers’ ability to direct attention to the beginning and endings of words, to recognize a CVC pattern (consonant/vowel/consonant), and to more readily retain short words, particularly words with which they can attach meaning.

Conclusions: When teaching new concepts, consider the meaningfulness of the subject matter. Also, when teaching difficult and/or lengthy material, consider breaking it down into shorter components. In addition, be aware of the tendency for the learner to focus on and remember the beginning and ending when learning.

Explanations: The simple explanation appears to be that humans more easily learn shorter amounts of material over longer material because it is not as taxing in terms of having to focus and attend to the task, which at times, can appear to be meaningless. Frustration can override the desire to learn. Boredom with a meaningless, lengthy, and/or difficult task can cause one to turn inward to think other, more pleasing thoughts, or one can become more focused on some external distraction, which diverts attention away from the onerous task in front of the learner.