Download Is there a difference in memory decay for different

Is there a difference in memory decay for different kinds of information?
Graduation Thesis
Presented to
The Faculty of the Department of
English Language and Literature
Notre Dame Seishin University
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Arts
by
Maki Fujiwara
2013
Contents
Abstract
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Chapter One: Introduction
1.1 Introduction
1.2 What is memory?
1.2.1 Introduction
1.2.2 Models of memory
1.2.3 Kinds of memory
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1.2.4 Sensory memory
1.2.5 Working memory
1.2.6 Long-term memory
1.3 Forgetting
1.3.1 Introduction
1.3.2 Forgetting curve
1.4 Knowledge types
1.4.1 Introduction
1.4.2 Kinds of knowledge
1.5 Focus f thesis
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1.6 Summary
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Chapter Two: The experiment
2.1 Introduction
2.2 The experiment
2.2.1 Introduction to the experiment
2.2.2 Method
1) Subjects
2) Test design
3) Procedure
2.3 Results
2.4 Summary
Chapter Three: Discussion
3.1 Introduction
3.2 Summary of the results
3.3 Discussion of the results
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3.3.1 Discussion of tests
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3.3.2 Discussion of the tests by groups
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3.3.3 Discussion of the tests by sections
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3.3.4 Discussion for Questionnaire
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3.4 Answering the Research Questions
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3.4.1 Research Question 1: How long can the subjects remember
information?
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3.4.2 Research Question 2: Is there a difference in memory by kind of
information?
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3.4.3 Research Question 3: What information can students memorize easily or
difficultly?
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.
3.5 Implications from the data
3.6 Limitation of the Experiment
3.7 Further research
3.8 Conclusion
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References
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Appendices
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Abstract
People memorize and forget something everyday. Some memories are not held for
long time, others are held forever. We use some memory in daily life and store it for the
future through experiences. This thesis discusses which information the subjects can memory
easily, and investigates how long they can memorize the information.
In Chapter One, we looked at what it is generally said about memory, forgetting and
knowledge; kinds of memory, relationship between memory and forgetting, or knowledge.
In Chapter Two, we looked at the process and the results of the tests and
questionnaires. Notre Dame Seishin University students were asked to take some tests. They
memorize information and then they answered the questionnaire by using their memory. Then
we compared the scores of the tests. Also, we asked the students whether they are good at
memorizing or not.
In Chapter Three, we discussed the results of the tests and the questionnaire in detail.
We found out the scores of some groups were higher than that of first test. It means their
memories strengthen by studying again, and it is difficult to forget their memory. On the other
hand, some groups scores were lower than the score of first test. It means if the word or
information is not recalled, it will be forgotten as time goes by. Also, the research questions
were discussed.
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Chapter One: Introduction
1.1 Introduction
When people learn unknown information; words, numbers, faces, forms and so on,
they write, say or watch the information. However, they cannot remember all the information,
and they forget it. Ebbinghaus (1885) researched memory and created the forgetting curve
which shows how does human’s memory changes over time. Also, James and Galton (1883)
were concerned with conscious attention.
Here, we look at differences of the terms related to memory. These words have a
relationship with memory, so we need to know about them before reading this thesis.
First, memory is a noun and is defined by the Oxford dictionary as follows;
1. the faculty by which the mind stores and remembers information
example; I’ve a great memory for names of flowers.
2. something remembered from the past
example; one of my earliest memories is of sitting on his knee.
3. the part of a computer in which data or program instructions can be stored for
retrieval
example; the module provides 16Mb of memory.
Next is memorize. This word is a verb.
1. Commit to memory; learn by heart
example; he memorized thousands of verbs.
Next is remember, this word is also verb.
1. [with object] have in or be able to bring to one’s mind an awareness of
example; I remember the screech of the horn as the car came towards me.
2. [with infinitive] do something that one has undertaken to do or that is necessary or
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advisable
example; I did you remember to post the letters?
Next is recall. This word is a verb and noun. The word is used with an object.
1. bring back into one’s mind (verb)
example; I can still vaguely recall being taken to the hospital.
2. officially order to return to a place (verb)
example; her action recalled him to the present
1. the action or faculty of remembering something learned or experienced
example; people’s understanding and subsequent recall of stories or events
2. an act or instance of officially recalling someone or something
example; a recall of Parliament
3. Computing the proportion of the number of relevant documents retrieved from a
database in response to an enquiry
example; expert systems can produce solutions with the speed, recall,
accuracy and consistency that only a computer can provide
And retrieval. This word also has meaning of verb and noun. In the case of verb, it is used
with object.
1. get or bring something back from somewhere
example; I was sent to retrieve the balls from his garden
2. find or extract information stored in a computer
example; the police hope to encourage him to retrieve forgetten memories
3. put right or improve
example; he made one last desperate attempt to retrieve the situation
These words refer to human memory. People use these words unconsciously in daily
life, but in memory, we need to know the meanings of them.
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1.2 What is memory?
1.2.1 Introduction
This chapter will summarize the previous research on memory and forgetting. In
daily life, people have things to memorize, but they sometimes cannot memorize. So, how
long they can memorize things? What kinds of things they memorize easily or difficultly? But
first let us find out what researchers say memory is.
“The use of a single term might seem to suggest that memory is a unitary system,
albeit a complicated one such as the heart or the liver. It is not one system but many. The
systems range in storage duration from fractions of a second up to a lifetime and in storage
capacity from tiny buffer stores to the long-term memory system that appears to far exceed in
capacity and flexibility the largest available computer.” (Baddeley, 1990 p.4).
People can remember many things but they also forget them. They can also remember
something for a long time but forget something quickly too. For example, people will not
forget their family name, greetings and so on. They are called “long term memories” On the
other hand, it is difficult to remember unknown items, friends’ phone number and so on. It is
generally called “short-term memory” or “working memory”. Basically, Squire (1980)
divided memory into three types; sensory memory, short-term memory, and long-term
memory as we shall see in the next section.
1.2.2 Models of memory
Memory consists of encoding, storage and retrieval. Encoding means that we take
our experience as memory; it means that changing information of stimuli from the outside to
take in ourselves as memory. For example, when someone tells us their name, and a few
seconds later you have no idea what their name is. This is an example of failure of encoding.
Storage means that it is keeping encoding. It means we experience previous words and
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pictures, we confirm that we did the experience before, and we reenact with elements of the
experiment. It is process of forming a memory code in order to get information into memory.
For example, we may emphasize the shape of a dog's nose to identify the breed (e.g., a
German Sheppard has a longer, more pointed nose than a bull dog) and subsequently make a
code for "German Sheppard" according to the dog's nose. Retrieval refers to the subsequent
accessing again of events or information from the past, which have been encoded and stored
in the brain before. When you are taking an exam, you need to retrieve learned information
from your memory in order to answer the test questions.
Atkinson and Shiffrin (1971) produced a dual storage model. They explained the
storehouse of memory, a theory model related to short-term memory and storehouse of
long-term memory. They concluded that short-term store was a place to keep information
from sensory organs, and some parts of information by rehearsal and encoding send to
long-term store.
1.2.3 Kinds of memory
Memory was divided into three groups by Squire (1980) - sensory memory,
short-term memory, and long-term memory. These memories basically are determined by the
length of time. Furthermore, he proposed the two notions of declarative memory and episodic
memory as we can see in Figure 1. Let us look at these in detail.
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Figure 1; A taxonomy of the different types of short and long-term
memories and associated brain structure
1.2.4 Sensory memory
Sensory memory maintains information received by our eyes, ears and so on – the
sensory organs. It is remembered for some seconds in working memory which is the first
level of memory. So if we did not pay attention to information especially, we forget it in our
daily life. For example, the sound of the wind, and the smell of evergreen trees. We do not
usually pay attention these feelings, so they leave working memory within a few seconds. In
short, much information comes in and out of sensory memory, but only some meaningful
information is sent to working memory.
There are two kinds of sensory memory; iconic memory and echoic memory. Iconic
memory means sensory memory of visual stimuli, and is kept about in five hundred
milliseconds according to Sperling’s experiment (1959). Echoic memory means sensory
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memory with an auditory stimuli, and it is kept about in five seconds according to Glucksberg
and Cowan’s experiment (1970).
1.2.4 Working memory
Information in working memory is kept for about twenty seconds. It is a short-term
memory is temporary storehouse to send information to long-term memory. Working memory
carries out cognitive activities and storage. We call working memory as we forget the
memory of after we did action. For example, mental arithmetic. Miller (1920) showed that
quantity of information that we can keep in working memory is only 7±2 (5 to 9) items.
Baddeley and Hitch (1974) proposed a model of working memory. It consists of
three systems; the phonological loop, the visuo-spatial sketchpad, and the central executive.
The phonological loop falls under short-term store in the dual storage model, because this is a
system to keep language information temporarily using Broca’s area. The Visuo-spatial
sketchpad is a system which works with the phonological loop; in short, it is function to
rehearsal visual and spatial information. And, the central executive is the nucleus of the
working memory. This controls the previous two systems and does high-level cognitive
activities. These roles were confirmed by Baddeley’s experiment of dual-task method. He
made sure of the experiment by doing two things at the same time. For example, examinees
memorize some numbers, and he shows an inference; “A is not before B, then are A and B
correct?” He did the two things at the same time, and if they remember the numbers, it shows
working memory is a function.
1.2.5 Long-term memory
This memory has infinite capacity and it is saved until people die as permanent
memory. In Freudian psychology, long-term memory would be call the preconscious and
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unconscious. This memory was identified by two scholars. First, Tulving (1972) divided
long-term memory into three types; episodic memory, semantic memory, and procedural
memory. Second, Squire (1980) divided it into two types largely; declarative memory
(explicit memory), and non-declarative memory (implicit memory). He thought explicit
memory involves episodic memory and semantic memory, and implicit memory involved
priming, procedural memory, and non-unified memory.
Episodic memory
Episodic memory is personal memory which they can know when and where they
did something; “ I studied English for two hours in my room” In short, it is memory of
experiments in their life and it is memorized naturally. “I studied English for two hours
yesterday.” This is episodic memory as defined by Tulving (1972).
Semantic memory
Semantic memory is related to general knowledge and information. For example,
“one plus one equal two.”, “ringo is apple in English”, “doctor: a person who has been trained
in medical science, whose job is to treat people who are ill/ sick or injured”. This is semantic
memory supposed by Kilian (1966).
Procedural memory
Procedural memory is a type of long-term memory of how to perform different
actions and skills. Essentially, it is the memory of how to do certain things. For example,
riding a bicycle, cooking omelets, and so on. This memory is the memory that the body
remembers rather than the mind. It’s not a specific memory you can recall, but rather the
memorizing and automatizing of the a process such as swinging a baseball bat.. Finally,
non-unified memory happens by getting used to repetition stimuli. In a class suddenly, a
teacher beats a desk loudly, students are surprised. But it continues twice or third time, they
get used to sound, so they do not react. This is an example of non-unified memory.
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Table 1: The features and examples of episodic memory,
semantic memory and procedural memory
Episodic memory
Semantic memory
Procedural memory



concerned with
concerned with ideas,
reflects a memory
facts and
meanings and concepts
system that involves
information.
which are not related
knowledge that may
personal
to personal
not be expressed in
memories
experiences
words
Feature,
definition

your first day of
knowledge of historical
play the piano
school
events and figures
your brother’s
jokes
using a pen
meaning of “apple”
driving a car
examples
graduation
you had a salad for
a last night
We can distinguish between declarative memory or non-declarative memory.
Declarative memory is memory of facts and events, and refers to those memories that can be
consciously recalled. This memory is sometimes called explicit memory. On the other hand
non-declarative memory is memory of their skills, and repetition in their life, and in this
memory, we are difficult to tell with using words.
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Table 2: The features of declarative and non-declarative memory
Feature, definition
Declarative memory
Non-declarative memory

conscious memory


knowledge of facts and events

known as explicit memory

involve the conscious
cannot be accessed
consciously

include motor learning,
habits and conditioning.
recollection of memories
our knowledge of the world’s
skills and habits
capital cities
examples
types of food
simple classical conditioning
lexical knowledge
non-associative learning
Explicit memory
Explicit memory involves recalling information and experiences consciously, and it
is used every day when we remember things we have to do later on that day or else we recall
past experiences. The example of explicit memory is a content of a lecture. For example,
remembering a specific driving lesson.
Implicit memory
Implicit memory is also known as non-declarative memory involves recollection of
skills, things you know how to do, preferences and so on.. This memory does not need to
recall consciously. For example, remembering how to ride a bike effortlessly for most people,
even after going years without riding one.
Priming
Priming means a primary thing has an effect to following things. For example, if
people hear “doctor”, they recall “nurse”, or if an sees watches a card written “ocean”, after a
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time he takes fill holes test “oc
n”. He writes “ocean” This is priming.
1.3 Forgetting
1.3.1 Introduction
Memory has a relationship with forgetting. Forgetting can be reduced by repetition
or more elaborate cognitive processing of information. Reviewing information in ways that
involve active retrieval seems to slow the rate of forgetting. The functions of forgetting
(amount remembered as a function of time since an event was first experienced) have been
extensively analyzed. The most recent evidence suggests that a power function provides the
closest mathematical fit to the forgetting function. Ebbinghaus (1885) researched forgetting,
and as a result of his experiment, he produced the forgetting curve, and he concluded that a
human’s brain is made to forget. In this section, let us explain about forgetting having deep
relationship with memory.
1.3.2 Forgetting curve
Ebbinghaus (1885) was the first person to plot out systematically what subsequently
became known as the ‘forgetting curve’. He measured how long he can remember
information which was placed meaningless alphabet, or how they forget as time go out. The
result was that after twenty minutes, he forgot 42 percent of the information. After one hour,
he forgot 56 percent, after nine hours, he forgot 64 percent, and after six days, they forgot 76
percent. He made the graph based on the number and called it the forgetting curve. The below
figure is a forgetting curve by Ebbinghaus.
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Figure 2: The forgetting curve
Most of the time, the forgetting curve is predictable. However, Bahrick and Wittlinger (1975)
tested the memory of subjects for the names and photograph of high-school classmates. The
results are shown in Figure 2. It is clear that most forgetting curves were linear until about
thirty-four years passed but for only name and picture recognition. So, he concluded that it is
impossible to tell what is happening from the available information.
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Figure 3: Memory for high school classmates as a function of
retention interval and method of testing.
From Figure 3, we found that it is difficult to recall memory as time goes. However, human
memory is influenced to event, relationship between people and so on.
1.4 Knowledge types
1.4.1 Introduction
“Knowledge is the perception of the agreement or disagreement of two ideas” John
Locke (1689). First, there is content: this includes a number of things we have within us, such
as person’s experiences, beliefs, values, motivation, and information. The second part defines
the function or purpose of knowledge, that provides a framework for evaluating and within
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new experiences and information. We can say knowledge has relation to memory, so in this
section, we show about knowledge.
Knowledge is defined in the Oxford English dictionary as...
1. Special skills people get through experiences or educational. Theoretical or
practical understanding about a subject.
2. Facts and information
3. Recognition through people get through facts or situations.
1.4.2 Kinds of knowledge
There are three types of knowledge; declarative knowledge, procedural knowledge,
and conditional knowledge.
Declarative knowledge is the factual information that one knows; it can be declared.
For example, Washington D.C. is the capital of America. Declarative knowledge is further
divided into episodic knowledge and semantic knowledge. Episodic knowledge is memory for
“episodes. It is usually measured by accuracy measures, has autobiographical reference . For
example, graduations, birthday parties, wedding and so on. Semantic knowledge is memory
for knowledge of the world, facts, meaning of words, and so on. For example, a spinster is an
unmarried female.
Procedural knowledge is knowledge of how to do something, of how to perform the
steps in a process. As an example, how to ride a bike.
Conditional knowledge is knowledge about when to use a procedure, skill, or
strategy and when not to use it; why a procedure works and under what conditions; and why
one procedure is better than another. For example, students need to recognize that a word
problem requires the calculation as part of its solution.
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1.5 Focus of thesis
We have seen what memory and forgetting is, and the differences of kinds of
memory and knowledge. However, the students may not know how long they can memorize
unknown information, and whether there is difference depending on unknown various
information when they create memories. Chapter Two will research what kinds of
information they can remember easily or difficultly, and how long their memory last.
Therefore, we will focus on the length of the memory and various information in Chapter
Two and Three.
There are three research questions for this thesis.
1. How long can the subjects remember information?
2. Is there a difference in memory by kinds of information?
3. What information can students memorize easily or difficultly?
1.6 Summary
People memorize many things consciously or unconsciously, and they forget things
everyday. Especially, memorizing unknown information is difficult and even if we can
remember some information, we cannot keep in their memory for long time; they forget in
some seconds or minutes. However, they store other information for their lifetime and they
use the memory to avoid danger, to bring things efficiently and so on. Memory is divided into
some kinds but the distinction is not important for the memory. It is important for them to
send information to long-term memory and they use in appropriate situations. In Chapter Two,
we will look at the process and the results of the tests and questionnaire.
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Chapter Two: The Experiment
2.1 Introduction
In this chapter, we will find out whether there is difference when memorizing
different kinds of information, and how long the memory would last by looking at three kinds
of information.
2.2 The experiment
2.2.1 Introduction to the experiment
The experiment was designed to find out whether there are some differences in the
way people memorize different kinds of information, and how long it takes for people to
memorize unknown information, and whether it is influenced by kinds of unknown
information through productive, recognition, and receptive tests. The immediate post-test was
to find out how easily people can memorize information, and the delay test was to find out
whether there is difference between different kinds of information.
2.2.2 Method
1) Subjects
Twenty-seven third or fourth grade subjects in Notre Dame Seishin University
participated in this experiment. They had studied English, linguistics and literature for two
years and their major is English linguistics or literature. They were divided into three groups
at random and each group had nine subjects.
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2) Test design
In this experiment, three kinds of information were tested. The first was the words
section, the second was numbers section, and the third was gestures. In all three sections,
everybody memorized some information and answered the questions and all questions were
designed by the researcher. First, they were asked to memorize ten Italian words with
Japanese translations. On the next page, they were asked to write the Italian words with
matching Japanese on the productive test, and the next page, they were asked to circle the ten
Italian words they memorized on the first page. On the next page, they were asked to write
the ten Italian words with Japanese. Here is an example.
Memorize the words and the meaning.
pino : 松
Q. Write the word in Italian (the productive test)
1) 松 :
Q. Circle the word you memorized. (recognition test)
blanc
notte
pino
Q. Write the word in Japanese. (receptive test)
1) pino :
The second test was the numbers test. The numbers in this test were separated into
those with meaning or no meaning. For example, there were 64873249 and 1945/08/15 in
eight columns. In this case, 64873249 has no meaning but 1945/08/15 has meaning as a date.
The numbers test was designed to find out whether there is difference for their memory in the
same columns. Here is an example.
Memorize the number.
419538
Q. Write the number. (the productive test)
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1)
Q. Circle the number you memorized. (recognition test)
438516
419538
698547
The third test was the gestures test. This test had pictures with their meaning. In this
case, the productive test was to choose a picture for the meaning. The recognition test was the
same as the word section, and the receptive test was to write the meaning with matching the
pictures. Here is an example.
Memorize the picture and the meaning.
Good
Q. Choose the
Hungry
number of pictures to match a meaning. (the productive test)
Good :
②
①
②
③
Q. Circle the pictures you
memorized. (receptive test)
Q.
Write the meaning of
the picture.
In the second and third test, the subjects were divided into three groups; the groups
were A, B and C and were assigned at random as shown in the following list.
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Table 3: the three groups and the test style of questionnaire
Initial learning Hints or study before delay test Hints or study after the delay test
A
Yes
No
No
B
Yes
Yes
Yes
C
Yes
No
Yes
Table 3 Group A answered the questions with the help of only their own memory,
Group B studied the words again before the test like the first test and then answered the
questions, and Group C was to answer the questions like Group A and remember then answer
the questions again. This test was to find out differences of scores depending on the type of
learning done.
The aim of the experiment was to find out how long a memory would last, and
whether there were differences when memorizing different kinds of information and if
re-learning made a difference. The reason why the students were asked to take a memory quiz
was to find out how easily or difficult it was to memorize different kinds of information.
3) Procedure
The tests had eighty questions in total and each section had ten questions. The
students were asked to write their student number and their names on the test book. There
was no time limit. The students were asked not to use the dictionaries and go back to the
previous page because if they had been allowed to go back to the previous page, it would
have become easier to answer the questions. All the students took about 10 to15 minutes to
take the test. After they finished, all the test books were collected. On the second test, the test
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was taken one week later and the third test was taken one month after.
2.3 Results
Table 4 and 5 show the results of the tests. The scores of these tables are the
average of collected answers. These scores of tables are all scores without groups.
Table 4: Average of the first test
words
numbers
gestures
mean
s.d.
mean
s.d.
mean
s.d.
productive
6.15
2.36
3.26
2.12
8.70
1.92
recognition
7.37
2.65
4.85
2.36
8.26
1.91
receptive
7.00
2.57
7.11
2.14
From Table 2, we can see the highest score (8.70) was the gestures the productive test, on the
other hand, the lowest score was the numbers the productive test (3.26). The scores having a
difference in most (s.d. scores) are recognition test of words section (2.65).
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Table 5 :Percentage of the first words data
Italian
productive recognition receptive
words
gotto
92.6%
85.2%
92.6%
pino
88.9%
96.3%
92.6%
salire
44.4%
70.4%
59.3%
grande
85.2%
92.6%
92.6%
domani
33.3%
59.3%
59.3%
vino
77.8%
81.5%
70.4%
piedi
44.4%
59.3%
59.3%
dire
48.1%
66.7%
59.3%
bianco
55.6%
74.1%
70.4%
amdare
44.4%
51.9%
44.4%
From table 5, on this test, most of the subjects could answer questions easily especially gotto,
pino and grande. In case of gotto, the productive test was 92.6%, the recognition test was
85.2%, and the receptive test was 92.6%. In pino, the productive test was 88.9%, the
recognition test was 96.3%, and the receptive test was 92.6%. The word grande got 85.2%
on the productive test, 92.6% on the recognition test, and 92.6% On the other hand, the lower
scores were domani, piedi and andare. In case of domani, the productive test was 33.3%, the
recognition test was 59.3%, and the receptive test was 59.3%. In piedi, the productive test
was 44.4%, the recognition and receptive test were also 59.3%. In case of andare, the
productive test is 44.4%, the recognition test was 51.9%, and the receptive test was 44.4%.
From the data, the higher score is about twice than the lower score.
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Table 6: Percentage of the first numbers data
productive recognition
59315
66.7%
77.8%
38167
33.3%
51.9%
091087
33.3%
55.6%
419538
14.8%
22.2%
711-0911
55.6%
74.1%
9672431
14.8%
25.9%
1945/08/15
59.3%
81.5%
64873249
14.8%
18.5%
090-5695-1678
29.6%
55.6%
513764821
3.7%
22.2%
On the numbers test, it was difficult for them to memorize on the whole. Especially, when the
numbers are long, it was difficult to memorize for them. In the numbers section 59315,
711-0911, and 1945/08/15 were high, but 419538, 64873249, and 513764821 were low.
59315 was 66.7% in the productive test and 77.8% on the recognition test. It was the highest
score on the productive test. In case of 711-0911, this score was 55.6% on the productive test,
and 74.1% on the recognition test. And the productive test of 1945/08/15 was 59.3%,
recognition test was 81.5%. It is the highest score on the recognition test. However, 419538
was 14.8% on the productive test, and 22.2% on the recognition test. The score of 64873249
was 14.8% on the productive test, and 18.5% on the recognition test. It was the lowest score
on the recognition test. And productive score of 513764821 was 3.7%, this was the lowest
score on the productive test, the recognition score was 22.2%.
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Table 7: Percentage of the first gestures data
productive
recognition
receptive
let’s go
70.4%
74.1%
44.4%
angry
92.6%
77.8%
88.9%
what?
74.1%
91.5%
48.1%
good
88.9%
96.3%
92.6%
hungry
96.3%
88.9%
92.6%
what a smell!
88.9%
81.5%
51.9%
cool
96.3%
88.9%
88.9%
forget it
88.9%
81.5%
70.4%
long time ago
92.6%
81.5%
66.7%
alone
81.5%
74.1%
66.7%
The gestures test got high scores as a whole. Especially, good, hungry, and cool were higher
in all sections. The gesture of good was 88.9% on the productive test, 96.3% on the
recognition test, and 92.6% on the receptive test. Hungry scored 96.3% on the productive test,
88.9% on the recognition test, and 92.6% on the receptive test. And the productive score of
cool was 96.3%, the recognition score and receptive score were both 88.9%. However, let’s
go, what?, and alone were lower. The score of let’s go was 70.4% on the productive test,
74.1% on the recognition test, 44.4% on the receptive test. The productive score of what? was
74.1%, recognition test was 85.1%, and receptive test was 48.1%. In the case of alone, the
score of the productive test was 81.5%, recognition test was 74.1%, and receptive test was
66.7%. Some subjects took mistake good and cool.
23
Table 8: Average of the second test (one week after)
words
numbers
gestures
mean
s.d.
mean
s.d.
mean
s.d.
productive
5.00
3.08
2.37
2.13
6.96
3.29
recognition
6.44
3.20
4.26
2.97
7.93
3.21
receptive
6.26
3.25
6.48
3.33
Table 8 shows average of the second test. From this table, on the words and gestures test,
subjects could answer over half scores, but on the numbers test, they were not able to answer
over half questions.
The second and third test had re-test for Group C, but in these below graph, re-test
involve Group B. So previous test means Group A and previous test of Group C, and re-test is
Group B and re-test of Group C, because in case of re-test, subjects study before tests.
24
Table 9: Percentage of the second words test data
productive
productive
recognition
recognition
re-test
receptive
receptive
re-test
re-test
gotto
64.7%
94.1%
70.6%
76.5%
58.8%
94.1%
pino
64.7%
94.1%
82.4%
100.0%
47.1%
88.2%
salire
5.9%
64.7%
52.9%
64.7%
41.2%
88.2%
grande
76.5%
88.2%
47.1%
64.7%
94.1%
94.1%
domani
23.5%
64.7%
76.5%
94.1%
35.3%
88.2%
vino
58.8%
82.4%
70.6%
82.4%
35.3%
76.5%
piedi
11.8%
82.4%
47.1%
94.1%
70.6%
100.0%
dire
41.2%
82.4%
47.1%
82.4%
35.3%
70.6%
bianco
52.9%
76.5%
41.2%
70.6%
58.8%
82.4%
andare
5.9%
47.1%
82.4%
88.2%
70.6%
94.1%
On the second words test, re-test was higher score than previous test. On the productive test,
salire was 5.9%, but re-test was 64.7%, and piedi was 11.8% on the productive test, but
re-test was 82.4%. These were very higher. On the recognition test, gotto and andare changed
little. On the receptive re-test, the percentage of correct answer was over 75%. It was very
high. As we found from this table, the most different score between previous test and re-test
was on productive test.
25
Table 10: Percentage of the second numbers data
productive
productive
recognition
recognition
re-test
re-test
59315
23.5%
82.4%
47.1%
94.1%
38167
11.8%
58.8%
23.5%
82.4%
091087
29.4%
58.8%
35.3%
58.8%
419538
5.9%
35.3%
29.4%
41.2%
711-0911
23.5%
88.2%
58.8%
88.2%
9672431
5.9%
5.9%
29.4%
35.3%
1945/08/15
47.1%
82.4%
76.5%
94.1%
64873249
5.9%
11.8%
17.6%
35.3%
090-5695-1678
0.0%
41.2%
41.2%
64.7%
513764821
0.0%
11.8%
11.8%
29.4%
On the second numbers productive test, only less than 20% of the subjects answered correctly.
But in case of re-test, they could answer correctly more than 40% on average. The
recognition test was higher than the productive test on the whole.
26
Table 11: Percentage of the second gestures data
productive
productive
recognition
recognition
receptive
receptive
re-test
re-test
re-test
let’s go
41.2%
88.2%
70.6%
94.1%
82.4%
100.0%
angry
82.4%
100.0%
70.6%
82.4%
35.3%
70.6%
what?
41.2%
94.1%
100.0%
100.0%
29.4%
94.1%
good
70.6%
94.1%
64.7%
82.4%
64.7%
100.0%
hungry
76.5%
100.0%
64.7%
100.0%
58.8%
94.1%
what a smell!
76.5%
100.0%
70.6%
94.1%
76.5%
100.0%
cool
64.7%
94.1%
64.7%
88.2%
58.8%
88.2%
forget it
52.9%
88.2%
88.2%
.100.0%
23.5%
58.8%
long time ago
52.9%
100.0%
82.4%
100.0%
58.8%
100.0%
alone
47.1%
82.4%
76.5%
94.1%
58.8%
94.1%
From table 11, most of questions were answered correctly, especially re-test. Some
questions were answered correctly perfectly.
Table 12: Average of the third test (one month after)
Words
Numbers
Gestures
mean
s.d.
mean
s.d.
mean
s.d.
Productive
5.70
3.11
2.63
2.31
8.04
3.37
Recognition
7.22
2.74
4.48
2.97
8.41
2.63
Receptive
7.44
2.65
7.59
2.94
On the third test was higher than the second test on the whole. And the s.d. score was smaller
than the second test.
27
Table 13: percentage of the third words data
productive
productive
recognition
recognition
re-test
receptive
receptive
re-test
re-test
gotto
76.5%
94.1%
82.4%
82.4%
70.6%
76.5%
pino
76.5%
94.1%
76.5%
100.0%
64.7%
94.1%
salire
17.6%
76.5%
70.6%
76.5%
82.4%
88.2%
grande
76.5%
88.2%
58.8%
88.2%
94.1%
100.0%
domani
41.2%
76.5%
82.4%
100.0%
58.8%
82.4%
vino
52.9%
82.4%
76.5%
82.4%
52.9%
82.4%
piedi
41.2%
82.4%
64.7%
88.2%
94.1%
100.0%
dire
41.2%
88.2%
58.8%
88.2%
41.2%
76.5%
bianco
52.9%
64.7%
35.3%
76.5%
76.5%
94.1%
andare
17.6%
64.7%
94.1%
88.2%
88.2%
100.0%
On the third test, salire and andare were very different between previous test and re-test on
the productive test. On the recognition test, bianco was higher, on the receptive test, dire was
higher than previous test. And the percentage of correct answers of the recognition and
receptive test had correct answers in pino, grande, domani, piedi, and andare.
28
Table 14: percentage of the third numbers data
productive
productive
recognition
recognition
re-test
re-test
59315
17.6%
88.2%
41.2%
82.4%
38167
11.8%
70.6%
23.5%
76.5%
091087
29.4%
47.1%
47.1%
52.9%
419538
0.0%
41.2%
23.5%
52.9%
711-0911
35.3%
70.6%
70.6%
70.6%
9672431
0.0%
17.6%
29.4%
35.3%
1945/08/15
52.9%
82.4%
88.2%
88.2%
64873249
5.9%
17.6%
23.5%
41.2%
090-5695-1678
11.8%
58.8%
52.9%
82.4%
513764821
0.0%
5.9%
23.5%
17.6%
On the numbers test, meaningless numbers were lower score than meaning numbers,
especially over seven places. From the table, this productive test was very difficult to
memorize for them.
29
Table 15: Percentage of the third gestures data
productive
productive
recognition
recognition
re-test
receptive
receptive
re-test
re-test
let’s go
52.9%
88.2%
82.4%
100.0%
94.1%
100.0%
angry
88.2%
100.0%
76.5%
100.0%
47.1%
100.0%
what?
52.9%
94.1%
100.0%
100.0%
52.9%
94.1%
good
88.2%
100.0%
58.8%
82.4%
82.4%
100.0%
hungry
88.2%
100.0%
100.0%
94.1%
70.6%
94.1%
what a smell!
100.0%
94.1%
76.5%
100.0%
82.4%
100.0%
cool
76.5%
94.1%
58.8%
88.2%
76.5%
82.4%
forget it
52.9%
88.2%
94.1%
100.0%
47.1%
88.2%
long time ago
70.6%
94.1%
88.2%
94.1%
94.1%
100.0%
alone
52.9%
82.4%
88.2%
100.0%
58.8%
94.1%
On the gestures test, the percentage of correct answers had 100.0% on some questions,
especially re-test. And from the table, most of the students could answer correctly.
The following tables show scores on each type of information across the three tests.
Through these tables, the scores are high on gestures section all the time, on the other hand
the scores are low on numbers section. These below graphs divided by the types of the tests
show the change of the score.
30
Figure 4: The productive test
Figure 5: Recognition Test
10
Score
8
Words
Numbers
Gestures
6
4
2
0
First
Second
Third
Time
Figure 6: Receptive Test
10
Score
8
6
Words
4
Gestures
2
0
First
Second
Third
Time
31
From these figures, the scores of the second test were low and the scores of the third
test were higher than second test in all types of the tests. These blow figures are divided by
types of information and show the change of scores.
Figure 7: Words Test
10
Productive
6
Recognition
4
Receptive
2
0
First
Second
Third
Time
Figure 8: Numbers Test
10
8
Score
Score
8
Productive
6
Recognition
4
2
0
First Second Third
Time
32
Score
Figure 9: Gestures Test
10
8
6
4
2
0
Productive
Recognition
Receptive
First Second Third
Time
From these data, the subjects were good at memorizing gestures, but they were not
good at memorizing unknown numbers.
Table 16, 17 and 18 show data divided three groups.
Table 16: Data of Group A
First test
Second test
Third test
Words
Numbers
Gestures
Productive
5.67
2.89
7.89
Recognition
7.44
5.22
7.89
Receptive
7.00
Productive
3.78
1.33
5.33
Recognition
6.00
3.22
6.89
Receptive
4.78
Productive
4.22
1.22
6.44
Recognition
6.89
3.67
7.44
Receptive
6.44
6.44
4.44
6.00
The scores decreased in the second test but increased in the third test on the words
section. Also, we can say same thing on the gestures section. However, on the numbers scores
decreased, especially in the productive test.
33
Table 17: Data of Group B
First test
Second test
Third test
Words
Numbers
Gestures
Productive
7.11
3.67
7.89
Recognition
8.44
4.44
8.33
Receptive
8.67
Productive
7.87
4.22
9.44
Recognition
8.56
5.78
9.56
Receptive
9.11
Productive
7.89
4.78
9.33
Recognition
9.22
5.44
9.67
Receptive
9.33
6.78
9.11
9.44
In Group B, this table shows the scores increased in most from the first test. The test
having risen scores most was the receptive test of the gestures section; the scores increased
over two points.
34
Table 18: Data of Group C
First test
Words
Numbers
Gestures
Productive
6.88
3.25
9.75
Recognition
7.88
5.13
8.38
Receptive
6.88
Productive
4.38
1.75
6.88
8.25
5.38
9.38
6.38
4.25
8.25
8.75
6.75
9.13
8.00
Productive
(re-test)
Recognition
Second test
Recognition
(re-test)
Receptive
6.25
6.63
9.13
8.88
Receptive
(re-test)
Productive
5.75
2.13
8.13
8.50
5.25
9.38
7.13
4.88
9.13
9.13
6.63
9.50
Productive
(re-test)
Recognition
Third test
Recognition
(re-test)
Receptive
8.13
8.25
9.25
9.63
Receptive
(re-test)
From Table 7 the scores of Group C increased the most. This group had a re-test,
35
which meant they had seen the items again. On the second and third test, their scores had
risen two to three points on the average on the each re-test especially in words and the
numbers section. In numbers section on the third test, these groups had higher score than
other groups. We will discuss these data in more detail in Chapter Three.
Table 19: asking about memorizing
Q1) Do you like memorizing information?
63%
Q2) Are you good at memorizing new words?
26%
Q3) Are you good at memorizing numbers?
15%
Q4) Are you good at memorizing gestures?
48%
Q5) Are you good at matching names with things?
37%
The data in Table 17 show almost all of the subjects were not good at memorizing
especially, numbers. It also showed results of the questionnaire; numbers section is low score
in all tests compared with words and gestures sections.
2.4 Summary
In this chapter, the experiment was conducted. In the experiment, 27 subjects were
divided into three groups and they took three type tests three times. Those types were words,
numbers and gestures section. On each test, the score of the gestures section were high scores,
on the other hand, the score of the numbers section were low score. Also, the questionnaire on
the first test asked about their memorizing.
It was interesting that comparing the first test with second test, the scores decreased,
but comparing the second test with the third test, the scores increased in some tests or section.
The reasons for these data and others will be analyzed in the next chapter.
36
Chapter Three: Discussion
3.1 Introduction
We looked at the kinds of memory and forgetting in Chapter One. In Chapter Two,
we looked at whether there are differences depending on the types of information, whether
how long time they memorize unknown information, by asking the students to take tests.
Their capacity will be revealed by comparing the data of three tests in Chapter Two.
Now we will look at the results of test and discuss the data in detail. Finally the
answers to the research question will be presented, and the limitations of the research will be
started.
3.2 Summary of the results
In Chapter Two, we looked at the results of the tests and questionnaire. Most of the
subjects took tests twice or three times. The scores of the gestures ware higher than the others
on average, but the scores of the numbers were the lowest. In addition, from result of Group
A and C, we can see they cannot remember unknown information so long time.
3.3 Discussion of the results
In this section, we will look at the results of test in detail and discuss them.
3.3.1 Discussion of tests
The subjects took the same first test. In the words section, they answered correctly
gotto, pino grande. These words were easier to memorize than others, because they have
heard or seen similar words in their daily life. For example, gotto is a part of got in English,
pino is the name of goods in Japan, and grande is like to grand in English and is a name for
37
coffee sizes in Starbucks. These words are short letters and short syllables. On the other hand,
it is difficult to memorize domani, andare, piedi. Some students may have mistakenly written
not domani but domain in English. The words which were easy to memorize got high score in
all sections. However, the words which are difficult to memorize scored lowly in all sections.
The numbers 59315 and 38167 both have five decimals, but the score of 38167 was
33.3% on the productive test, and 51.9% on the recognition test. In case of seven decimals,
711-0911 was the third high score, but 9672431 was the second lowest score on the
productive test. On the receptive test, 711-0911 was the third highest score on the recognition
test, but 9672431 was 25.9%. And 1945/08/15 was the second highest score on the
productive test, it is the highest score on the recognition test. However, 64873249 was the
second lowest score on the productive test, and the lowest score on the recognition test. From
the numbers, so in the numbers test, meaning numbers tend to memorize easily, but no
meaning numbers tend to do difficulty.
Gestures test is high score as a whole. Most of the subjects answered correctly in
gestures test. Especially, good, hungry, and cool were higher score in all section. On the other
hand, “what?” had a lower score than others, especially the receptive test. From the data,
subjects can memorize gestures which they use in daily life or they can image phrases with
pictures.
The subjects took second and third test by groups. However, in this section, we look
all sections without relation of groups. In the result of the second test, it was lower than first
test. The reason is thought that Group A and C did not study before the test, in short, they
took tests with only their memory, so the scores decreased in the second test. In the result of
the third test, the scores were higher than second test. In also this test, Group A and C did take
the test as same the second test. However, their scores were higher. The reason is thought
their memory left, so their whole scores were a little higher than second test.
38
In all tests, high and low score questions were similar. In the words question, high
score was gotto, pino, and grande, but low score was domani, piedi, salire, and andare. In the
numbers question, high score was 59315, 711-0911, and 1945/08/15, but low score was
9672431, 64873249, and 513764821. In gestures question, good, hungry, angry and cool
were high score, on the other hand, let’s go, what? and alone were low score. In the whole of
the tests, recognition and receptive tests tend to be high score than the productive test.
3.3.2 Discussion of the tests by groups
The subjects were divided three groups. Group A could study only the first time, so
second and third time, they did not study; they answered only from their memory. Group B
took the same tests three times. And Group C could study after their tests and took tests again
(re-test). The result of words section of Group A was 5.67 on the productive tests, 7.44 on the
recognition test, and 7.00 on the receptive test of the first test. The scores of second test were
lower than the first test. The second productive score was 3.78, recognition score was 6.00,
and receptive score was 4.78. However, on the third test, the scores were a little high. The
score of the productive test was 4.22, the recognition test was 6.89, and receptive test was
6.44. Also in the numbers and gestures test, the second score was lower than the first score,
but the scores of the third test were higher than the second test except numbers the productive
test.
In the case of Group B, most of the scores were a bit higher. On the productive score
of the words section, the first test was 7.11, the second was 7.87, and the third time was 7.89
points in average. Also, on the receptive test of the gestures section, first time was 6.78,
second time was 9.11, and third time was 9.44 points in average.
Group C’s second test scores decreased in all section, but re-test scores increased. In
the third test, the scores of not re-test were higher than second test, and the most of re-test
39
scores were higher than second test. Especially, the first words receptive score was 6.88
points but 8.50 points in the third re-test, and the first numbers productive score was 3.25
points but
the third test was 5.25 points. So these scores increased over two points. On the
other hand, the gestures scores changed little, but most scores were over eight points.
3.3.3 Discussion of the tests by sections
On the productive, recognition, and receptive test, the second test was lower than
first test, and third test was higher than second test. In the scores, it was the receptive test that
there were little different, on the other hand, it was the productive test that there were most
different. On the productive test, there were about 3.4 points on average in each section. On
the recognition test, the differences between each section were about 2.4 points on average. In
case of receptive test, there were differences little; it was less than 1 point. In all tests were
almost parallel translation. This means that even if they took same test many times, their
capacity had limitation to memorize for once.
On words section, the subjects were good at receptive test, but they were not good at
the productive test. So, this result means they can translate Italian into Japanese, but they
cannot write Italian words from Japanese. They felt it was easy to translate or recall Italian
words (foreign languages) into Japanese (mother tongue), because receptive test was taken
last. On numbers test, it was difficult for them to memorize the numbers. However, the some
numbers had meaning. Those are 59315 (kokusaigo; a pun), 091087 (students number in
Notre Dame Seishin University), 711-0911 (a post code), 1945/08/15 (a date of the end of the
WWⅡ), and 090-5695-1678 (phone number). From the result of the number section, they
can memorize the meaning of numbers easier than meaningless numbers. And, the productive
test was very hard for them, especially long numbers. In the case of gestures test, recognition
test kept high score three times.
40
3.3.4 Discussion for Questionnaire
The questionnaire asked about memorizing. Over sixty percent of the subjects
answered they like memorizing information, but less than fifty percent of them said they are
not good at memorizing words, numbers and gestures. And over half of them answered that
they are not good at matching names with things. This data shows that they like memorizing
but not good at. Especially, in numbers section and gestures receptive test, this data is
matching.
3.4 Answering the Research Questions
In this section, we will discuss the answers of the research questions.
3.4.1 Research Question 1: How long can the subjects remember information?
It is difficult to say how long they remember information in detail. However, in the
result of Group A, the subjects almost forgot information on the second test. This means
Ebbinghaus’s Forgetting Curve is correct. And they cannot remember long words and
numbers or meaningless for long time.
3.4.2 Research Question 2: Is there a difference in memory by kinds of
information?
Most of the subjects answered many words and gestures questions. However, over
half of them could not get more than five points in numbers question, especially on the
productive test. In other words, we had information to memorize easily or difficultly,
41
3.4.3. Research Question 3: What information can students memorize easily or
difficultly?
From the result, it is difficult to memorize for most of the subjects enumeration of
numbers, but when numbers have meaning or are divided two or three groups, they feel easy
to memorize. And with pictures, they are easy to bring the words and their image or pictures,
therefore, they feel easy to memorize, and they are difficult to forget or easy to recall.
3.5 Implications from the data
People memorize and forget something every day. In this time, the subjects take the
tests three time, some people could answer correctly three times. But some people could take
correct answer in first time, but on the second time they could not take correct answer. These
may depend on their feeling, physical condition, and so on. However, to memorize for long
time, they study again and again because people memorize many things in our daily life and
forget them.
3.6 Limitation of the Experiment
There are some limitations to the experiment. First, the number of subjects was small,
it was 27. This number is not so enough to get good results. So, in order to make stronger
evidence, it would have been better to ask many more students to take the test, and collect
more data.
Secondly, the subjects were in the English department, but only juniors and seniors
in the university. It would have been better to research a wide range of ages, not only the
university students. In thee case, there may be a difference in the results of test, and we could
compare different age groups.
Thirdly, the number or words, numbers, and gestures used in the test was limited. If
42
there is more information, we could get more elements to analyze. Also, to add pictures with
word test may have been a good idea.
3.7 Further research
To follow up this research, there are some ideas. First, if they listen to words and
numbers, how are different in their memory. In the case, we can analyze the data of only
listening, listening and watching, and only watching, because this research focused on
watching. If they know there are the relations, it may be easier to memorize information.
Secondly, is there different in memory, in case of scattered about not listing when
they memorize information? If they know the result, they may change their ways to
memorize.
3.8 Conclusion
From this experiment, it can be said that the students have the ability to memorize
many things at time but they cannot memorize for long time, and they have things to
memorize easily or not. Of course, everyone has different the things, so if some of them are
good at memorizing words. However, most of the subjects are not good at memorizing
numbers, especially, no meaning numbers, but some of them tried to memorize the numbers
by writing.
43
References
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processes. In K.W. Spence (Ed.), The Psychology of Learning and Motivation: advances in
research and theory Vol.2 (pp.89-195). New York: Academic Press.
Baddeley, A.D. 1986. Working memory. Oxford: OUP
Baddeley, A.D. 1990. Human memory. Newbury House
Bahrick, H.P. 1984. Memory fir people. In H.E. Harris & P.E. Morris (Eds.), Everyday
memory, actions and absent mindedness (pp. 19-34). London: Academic Press
Ebbinghaus, H. 1985. Uber das Gedachtnis. Leipizi: Dunker. (Translation by H. Ruyer and
C.E. Bussenius, 1913, Memory.)
Galton, F. 1883. Inquiries into human faculty and its development. Everyman Edition,
London: Dent.
Glucksberg, S., & Cowan, G.N. Jr. 1970. Memory for nonattended auditory material.
Cognitive Psychology , 1, 149-156
Hitch, G. J. 1978. The role of short-term working memory in mental arithmetic. Cognitive
Psychology, 10, 302-323
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Memory – Structures and Functions (State University). Acessed October 1, 2012
〈 http://education.stateuniversity.com/pages/2222/Memory-STRUCTURES-FUNCTIONS.ht
ml〉
Miller, G.A. 1956. The magical number seven, plus or minus two: Some limits on our
capacity for processing information. Psychological Review, 63, 81-97
Monica G.M. 1996. Types and Qualities of Knowledge, Educational Psychologist, 31(2),
105-113
Smith, E.E. 1978. Theories of semantic memory. In W.K. Estes (Ed.), Handbook of learning
and cognitive processes, Vol. 63
Sperling, G. 1963. A model for nisual memory tasks. Human Factors, 5, 19-31
Squire, L.R. 1982. Comparisons between forms of amnesia: Somme deficits are unique to
Korsakoff’s Syndrome. Journal of Experimental Psychology: Learning, Memory and
Cognition, 8, 560-571
The Human Memory Works (How Stuff Works) Accessed September 16, 2012
〈http://science.howstuffworks.com/environmental/life/human-biology/human-memory.htm〉
Tulving, E. 1976. In J. Brown (Ed.), Recall and recognition. London: John Wiley & Sons.
45
Appendices
Appendix A: Words test
Memorize these words
・salire：乗る
・vino：ワイン
・bianco：白
・grande：大きい
・dire：言う
・gatto：猫
・domani：明日
・andare：行く
・piedi：足
・pino：松
①Write the words in Italian
1)猫：
2)松：
3)乗る：
4)大きい：
5)明日：
6)ワイン：
7)足：
46
8)言う：
9)白：
10)行く：
②Circle the words you memorized
blanc
mattina
dire
nero
pino
notte
domain
notte
salire
casa
vent
gatto
bianco
rosso
ciel
arrivare
vino
porte
lac
cane
piedi
salice
andare
grande
③Write in Japanese.
1) bianco：
2) dire：
3) piedi：
4) grande:
5) salire：
6) domani：
7) pino：
8) andare：
9) vino:
10) gatto：
47
Appendix B: Numbers test
Memorize these numbers
・59315
・38167
・091087
・419538
・711-0911
・9672431
・1945/08/15
・64873249
・513764821
・090-5695-1678
①Write the numbers
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
48
②Circle the numbers you memorized
78543
51595
59315
091087
091071
101058
700-0822
711-0911
710-0146
1945/07/04
1945/08/15
1865/08/15
090-5695-1678
090-3785-1684
090-5695-1647
46851
38167
68217
438516
419538
698547
2197854
4876349
9672431
64873249
74698524
60834682
465701359
540096148
513764821
Appendix C: Gestures test
Memorize these gestures and meanings.
Hungry
Good
Alone
49
Long Time Ago
What？
Angry
Forget it！
Let’s Go
What a smell！
Cool
⑥Choose the number of picture to match a meaning.
1) Let’s Go
2) Angry
①
②
③
3) What？
4) Good
5) Hungry
6) What a smell！
7) Cool！
④
⑤
8) Forget It
9) Long Time Ago
10) Alone
50
⑥
⑦
⑨
⑧
⑦Circle the pictures you memorized.
51
⑩
⑧Write the meaning of these pictures.
1)
2)
5)
6)
9)
10)
3)
7)
④
8)
Thank you very much.
Maki Fujiwara
52
Appendix Aa: Words test (Japanese version)
以下の単語を覚えてください
・salire：乗る
・vino：ワイン
・bianco：白
・grande：大きい
・dire：言う
・gatto：猫
・domani：明日
・andare：行く
・piedi：足
・pino：松
①イタリア語で書いてください
1)猫：
2)松：
3)乗る：
4)大きい：
5)明日：
6)ワイン：
7)足：
8)言う：
9)白：
10)行く：
53
②覚えた単語を○で囲んでください
blanc
mattina
dire
nero
pino
notte
domain
notte
salire
casa
vent
gatto
bianco
rosso
ciel
arrivare
vino
porte
lac
cane
piedi
salice
andare
grande
③Write in Japanese.
1) bianco：
2) dire：
3) piedi：
4) grande:
5) salire：
6) domani：
7) pino：
8) andare：
9) vino:
10) gatto：
54
Appendix Bb: Numbers test (Japanese version)
以下の数字を覚えてください
・59315
・38167
・091087
・419538
・711-0911
・9672431
・1945/08/15
・64873249
・513764821
・090-5695-1678
④覚えた数字を書いてください
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
55
⑤覚えた数字を○で囲んでください
78543
51595
59315
091087
091071
101058
700-0822
711-0911
710-0146
1945/07/04
1945/08/15
1865/08/15
090-5695-1678
090-3785-1684
090-5695-1647
46851
38167
68217
438516
419538
698547
2197854
4876349
9672431
64873249
74698524
60834682
465701359
540096148
513764821
Appendix Cc: Gestures test (Japanese version)
以下のジェスチャーと意味を覚えてください
Hungry
Good
Alone
56
Long Time Ago
What？
Angry
Forget it！
Let’s Go
What a smell！
Cool
⑥意味に合うように右の番号からジェスチャーを選んでください
1) Let’s Go
2) Angry
①
②
③
3) What？
4) Good
5) Hungry
6) What a smell！
7) Cool！
④
⑤
8) Forget It
9) Long Time Ago
10) Alone
57
⑥
⑦
⑧
⑨
⑦覚えたジェスチャーに○をつけてください
58
⑩
⑧以下のジェスチャーの意味をかいてください
1)
2)
5)
6)
9)
10)
3)
7)
④
8)
ご協力ありがとうございました。
藤原 麻希
59