TITLE: Short Term Memory (STM)
AIM: To study the effect of distraction time and association value on short-
term recall.
HYPOTHESIS: High association value “CVC” (Consonant-Vowel-Consonant)
items will have better recall value than lower association value “CVC” items.
1. INTRODUCTION
a. What is Memory Memory is the mental capacity to encode, store, and
retrieve information. It is essential for learning, problem-solving, and
adapting to our environment. Memory is typically classified into three types:
sensory memory, short-term memory (STM), and long-term memory (LTM).
b. Models of Memory
i. Atkinson-Shiffrin Model This model posits that memory involves a
sequential flow of information through three systems: sensory memory, STM,
and LTM. Sensory inputs are briefly stored, then transferred to STM through
attention, and finally moved to LTM with rehearsal.
ii. Multi-Stage Memory Model Also known as the modal model, it
describes memory as a system where information flows from one stage to
another. It emphasizes the importance of control processes like rehearsal,
encoding, and retrieval.
iii. Working Memory Model Proposed by Baddeley and Hitch, this model
expands on STM by identifying separate components: the phonological loop
(for verbal information), visuospatial sketchpad (for visual and spatial data),
and central executive (which controls attention and coordinates the other
systems).
c. Tests to Measure STM
i. STM-A Test A tool designed to assess auditory short-term memory. It
involves presenting participants with auditory stimuli and asking them to
recall the information immediately.
ii. Digit Span Test Participants are presented with sequences of numbers
and asked to recall them in order (forward span) or in reverse (backward
span). It is widely used to evaluate STM capacity.
iii. Word List Recall Participants are shown a list of words and asked to
recall them after a brief interval. This test is useful to study the capacity and
decay of STM, especially when manipulating factors like association value.
2. METHOD
a. Sample – Participant’s Profile The sample consisted of university
students aged 18–25 years with normal or corrected vision. Participants had
no history of neurological or psychological disorders that could affect
memory performance.
b. Tools Used - STM-A Test Sheets - Digit Span Materials - Word Lists
containing High and Low Association Value CVCs
c. Procedure
i. Rapport Formation Participants were welcomed and made comfortable.
Establishing rapport ensured participants were at ease and cooperative
during the test.
ii. Instructions Detailed yet simple instructions were provided before each
test. Care was taken not to reveal the study’s hypothesis to avoid bias.
iii. Administration All tests were conducted in a quiet, controlled
environment. Each participant underwent the tests individually to avoid
distractions and maintain consistency.
iv. Introspective Report After the tests, participants were asked to
describe their experience, recall strategies, and any difficulties encountered.
This qualitative data provided insight into cognitive strategies employed.
v. Behavioural Report Observers noted participant behavior, including
attention span, distraction levels, and signs of fatigue or anxiety during the
test. This added depth to the data collected.
d. Data Analysis
i. Accuracy Percentage Calculation The primary measure was the recall
accuracy, calculated using the formula: Accuracy Percentage = (Number of
Correct Recalls / Total Trials) x 100 This metric helped quantify memory
performance across conditions.
3. RESULTS AND DISCUSSION The results indicated that participants
recalled high association value CVCs significantly better than low association
ones. Additionally, longer distraction times led to decreased recall accuracy.
These findings align with the hypothesis and suggest that association
strength and time delays significantly influence STM performance. The
results also support theoretical frameworks that emphasize the role of
meaningful encoding and temporal limitations in short-term memory.
4. CONCLUSION This study concluded that both distraction duration and
association value play vital roles in short-term memory recall. High-
association CVCs improve memory retention, while increased distraction
time hampers it. These findings have implications for educational strategies
and memory training programs.
5. REFERENCES - Atkinson, R.C., & Shiffrin, R.M. (1968). Human memory: A
proposed system and its control processes. Psychology of Learning and
Motivation. - Baddeley, A.D., & Hitch, G.J. (1974). Working memory.
Psychology of Learning and Motivation. - Sternberg, R.J. (2011). Cognitive
Psychology. Cengage Learning.
