Financial Analysis of Samsung Essay Example

Financial Analysis of Samsung Paper Through financial analysis of Samsung, we can see that it is now in a strong financial position. As the data shows, Samsung has high amount of total assets and net sales Although its debt isnt in a very low level, its net income still keeps growing, reaching 10th. 8 billion dollars in 2009. Organizations in such a strong financial position can be more responsive to new opportunities and new threats. 3. 1. 1. 2 Technological resource Innovation is crucial to Samsung business. As new technologies are being constantly introduced to the speed is essential for remaining competitive in todays digital era. In case of that, Samsung RD centers are set up all over the world. The RD network spans six Samsung centers in Korea and 18 more in nine other countries, including the United States, the united Kingdom, Russia, Israel, India, Japan and China, as well as other research centers and universities. These centers are tasked with hiring top- notch local talent, investigating the latest local technology trends, and bringing to life those technologies that make the greatest benefits. 3. 1. 1. 3 Physical resource The component businesses of Samsung Electronics come together as Device Solutions. As a leading company in the global electronics industry, Samsung Electronics has one of the widest product ranges of key component businesses Memory, System LSI and LED, which compose essential parts of the companys well-balanced business portfolio. Samsung System LSI Business designs and manufactures a variety of large scale integrated circuit (LSI) products and System-on-Chip (SoC) solutions, as well as offering foundry services. In the SoC area, Samsung is a leader in the creation of application processor (AP) for mobile devices such as smartness and tablets. The We will write a custom essay sample on Financial Analysis of Samsung specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Financial Analysis of Samsung specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Financial Analysis of Samsung specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Foundry Business Team offers differentiated custom fabrication services utilizing advanced process technology, as well as a broad range of IP, UDF, and design services. Samsung leading LSI products include COSMOS image sensors (CICS), display driver ICC (DID), smart card ICC, microelectronic units (MAC) and near field communication (MFC) ICC. 3. 1. 2 Intangible resources 3. 1 . 2. 1 Human resource One of Samsung strongest assets is the team of talented researchers and engineers. More than a quarter of all Samsung employees-?42,OHO people-?work everyday in research and development. When employing people, Samsung puts his focus on employments of responsibility as it is the core value outlook of SEC. Samsung select people who have good morals and be innovated. Anyway, employees need to be fit with Samsung culture. Samsung not only puts his focus on the process of selecting employees, but also the process of training and educating employees. As statistics shows, Samsung costs about 63,000,000 dollars every year on the training of employees. In order to attract people with abilities and retain them, Samsung even programs an all-around incentive system and a scientific performance appraisal system. Those experts who have excellent performance even gain higher annual salary than top executives and managers. 3. 1. 2. 2 Reputation resource Samsung reputation is based on its corporate cultures we all know, its vision is to lead the digital convergence revolution growing to be the best and its mission is to become a best Digital-Company. Here, Means most efficient productive management. Furthermore, Samsung service conception is to keep strong contact with customers and make their best efforts to satisfy with customers. All these operating philosophies gain a lot of reputation for SEC. 3. 2. 3 Innovation resource To put the principles of Open Innovation into operation, Samsung adopts a multi-pronged approach that involves participation in global consortia, forging links between the industry and top universities, cooperation with vendors, and operation of successful overseas research centers. Samsung is committed to producing best-in-class research in the materials and technologies o f tomorrow. To foster a culture of ongoing results-oriented innovation, the organization provides attractive remuneration for research activities. 3. 1. 2. 3. 1 Participation in Global Consortium Samsung actively participate in multiple industry consortia at regular intervals. By synthesizing divergent viewpoints from multiple participants, consortia help achieve consensus on important issues, such as drawing up standards and guidelines, identifying potential technologies, and fostering a beneficial business ecosystem. Samsung is a key player in the agenda of 13 international consortia, such as SCHEMATA and MICE. By leveraging the advantages of participating in global consortia, Samsung is well poised to prepare cutting-edge technologies and next-generation infrastructure. . 1. 2. 3. Cooperation Between Industry and Academia Samsung has a long-term vision of developing a robust en;fork of next- generation technologies, infrastructure, and personnel. To achieve this, we create strategic alliances between the industry and top universities at home and abroad. We strengthen the industry-academia cooperation by promoting various activities, such as independent research in universi ties and sponsored training for students and employees in local and overseas universities. 3. 1. 2. 3. Synergy with Equipment and Materials Vendors Samsung cooperates with its equipment and materials vendors at home and broad. This cooperation makes it possible for us to better shape and control the manufacturing and quality processes of vendors, which leads to ultimately increasing the competitiveness of our products. 3. 1. 2. 3. 4 Operation of Overseas Research Centers Samsung has set up multiple research centers in various countries. These overseas R hubs perform valuable research in emerging materials and technologies in the spheres of hardware, software, and packaging. The centers also help Samsung establish a credible market and maidenhair presence in their respective countries. With the help of the overseas centers and their research excellence, Samsung is able to increase the volume of R operations, concentrate researching application-specific technologies, and finally, put the results of the overseas research projects to practical use. 3. 2 Capabilities 3. 2. Financial Samsung Electronics, the market value beyond Intel , reaching $ 110. 2 billion , compared with Intels $ 860 million higher than the market value , as the worlds largest semiconductor manufacturer revenue . Samsung Electronics , according to statistics released on the October 4th 2013 , in the third quarter ( July to September ) sales of 59 trillion won ( about 337 billion Yuan ) , operating profit amounted to 10. 1 trillion won ( about ARM 575 billion) , this value was even higher than the record 5. 98 percent in the second quarter. Thus , the profits of Samsung Electronics has been single-season record highs for two consecutive quarters. 3. 2. 2 Marketing Samsung has nearly 20 kinds of products in the global market share to get the first, ranking first in global enterprises. U. S. Market research firm Strategy Analytics recently released report, the second quarter of the global smart hone shipments grew 47% , reaching a record 229. 4 million , of which 76 million sales of Samsung Electronics , the market share expanded to 33. 1 % and Apples share was 13. 6%, phone sales in the second quarter of 31. 2 million . The data also show that the first half of this year, Samsung Electronics turnover of 1 10. 33 trillion won (U. S. $ 99. 3 billion ) , an increase of 19% ; operating profit of 18. 31 trillion won (U. S. $ 16. 5 billion ) , an increase of 51%. Samsung Electronics stakeholders also said that with the second half of the season will go into IT products , Samsung Electronics will continue to increase n the second half performance , parts department based on the competitiveness of high value-added products and specialty products , is also expected to bring more profits for the company . 3. 3 Core Competencies 3. 3. 1 Innovation Speaking of Samsung resplendence, almost every manager or ordinary employee will refer to the well-known remarks by Junk-He Lee, the chairman of Samsung Group, Except wife and children, all the things have to change. In 1 993, Junk;He Lee conducted the New Management program. Through continuous indoctrination of the consciousness of crisis and the concept hat only those who change can possibly survive, Samsung core business begun to change from mass imitation production to independent brand development based on digital technology. During its course to become a world-class company, Samsung has never stopp ed innovation and transformation. In 2001 in order to cope with the fast-changing information age, the program of Digital Management was carried out. In 2002, Samsung implemented the Wow Product System in order to maintain its leading position through the development Profit Operations Inbound Logistics Outbound Logistics Marketing and Sales Service Samsung type industrial ark use high-end technologies offer unique and thoughtful service work in marketing guiding principle Multinational company system all over the world set up strong marketing team and extensive marketing relationships massive and high quality skill training strong capability chances for personal development Administration HARM Technology Development Procurement of a series of high-tech. Innovation now has become part of Samsung spirit and culture and has become the driving force of Samsung firm and continuous transformation. 3. 3. 2 Triangle Management Structure Samsung Group creates a triangle management structure in the New Management program aiming at the integration of knowledge capital. In such a structure, CEO Junk-he Lee is at the vertex of a triangle. Another point is the structural adjustment department itself. The third triangle point is the Chief Executive Group. CEO at the vertex is in charge of guiding management direction and deploying strategic target, leading his workers struggling to create products. Structural adjustment department not only assists President to carry out the strategic decisions but also acts as the role of monitor in charge of regulating a few branches of the operation. Chief Executive Group is responsible for carrying out specific strategic plan regarding to how to develop the actual business activities. Triangle Management Structure increases Samsung market competitiveness, considered as Samsung management work milestone. Because of this structure,management responsibility is strengthened and management efficiency also improved. 3. 33 Human Resource program In order to be better in the 21st century, Samsung strengthens human resources management system, building up South Koreans biggest talent bribery to promote the operations sustainable development. Additionally, Samsung pursues the principle of people first, always believing that enterprise success lies in the quality of employees. Samsung divide technology into four terms: basic technology, advanced technology, core technology and future technology.

Definition and Examples of Free Relative Clauses

Definition and Examples of Free Relative Clauses In English grammar, a free relative clause is a type of relative clause (that is, a word group beginning with a wh-word) that contains the antecedent within itself. Also called a nominal relative clause, a  fused relative construction, an independent relative clause,  or (in traditional grammar) a noun clause. A free relative can refer to people or things, and it can function as a subject, a complement, or an object.Examples and Observations Nobody knows it, because nobody knows what really happened.(Donald E. Westlake, The Hook. Mysterious Press, 2000)We want to make sure that what were doing is really what we ought to be doing.(General Abrams in Vietnam Chronicles: The Abrams Tapes, 1968-1972, ed. by Lewis Sorley. Texas Tech University Press, 2004)You can say what you please. I burnt my English books and I didnt get a degree. All Im saying now, if Im allowed, is that Willie should get a degree.   (V.S. Naipaul, Half a Life. Alfred A. Knopf, 2001)A man wearing the uniform of the Military Police had stepped into the unit and was just turning toward where she was standing.  (Michael Palmer, The Fifth Vial. St. Martins Press, 2007)Look, Cynthiayou have a perfect right to disapprove. You go ahead and think whatever you want. Even if you want to be angry, then you be angry.   (Philip Roth, Letting Go. Random House, 1962)The way I hear it you can really put it away.Whoever told you that is a liar. Bledsoe straightened a way from the rail, started toward the barn.  (Michael Joens, Blood Reins. Thomas Dunne Books, 2005) Antecedents in Free Relative Clauses The relative word in the nominal relative clause has no antecedent since the antecedent is fused with the relative: I found what (that which; the thing that) you were looking for; He says whatever (anything that) he likes. Because they are free of antecedents, such clauses are sometimes called independent or free relative clauses.  (Tom McArthur, Concise Oxford Companion to the English Language. Oxford University Press, 2005) A Headless Relative A relative clause which apparently lacks a head is called a free relative clause, also sometimes called a headless relative (though some argue that the head is present syntactically but phonologically empty, and hence that this is a misleading term).  (R.E. Asher and ‎J.M.Y. Simpson, The Encyclopedia of Language and Linguistics. Pergamon Press, 1994) Characteristics of Free Relative Clauses [The] free relative clauses . . . [are] italicised in: (117a) What you say is true(117b) I will go where you go(117c) I dont like how he behaved toward her They are characterised by the fact that the wh-pronoun what/where/how appears to be antecedentless, in that it doesnt refer back to any other constituent in the sentence. Moreover, the set of relative pronouns found in free relative clauses is slightly different from that found in restrictives or appositives: e.g. what and how can serve as free relative pronouns, but not as appositive or restrictive pronouns; and conversely, which can serve as a restrictive or appositive relative pronoun but not as a free relative pronoun.  (Andrew Radford, Analysing English Sentences: A Minimalist Approach. Cambridge University Press, 2009) Two Types of Free Relative Clauses: Definite and Indefinite The first type of free relative clause, the definite free relative clause, is introduced by a wh- word such as what, where, or when, as shown in (64). (64) Mark eats what he orders. . . . [V]erbs that are followed by definite free relatives beginning with what must be capable of being followed by nonhuman NPs. What Jim chose in (65a), a free relative, passes this test, as shown by (65b). (65a) Sally ordered what Jim chose.(65b) Sally ordered a hamburger/coffee/a piece of pie. Another test for definite free relatives is substituting that (thing) which for what, as shown in (66). (66) Sally ordered that (thing) which Jim chose. . . . The second type of free relative clause is an indefinite free relative clause, also called a conditional free relative clause because the words that introduce the clause (who(m)ever, whatever, whichever, whenever, and however) can be paraphrased with if, as show by (68a) and (68b), or regardless of, as shown by (68c) and (68d). (68a) Joan dances with whoever asks her to dance.(68b) If someone asks Joan to dance with him, she dances with him.(68c) Fred eats whatever Alice offers him.(68d) Regardless of whatever Alice offers Fred, he eats it. (Ron Cowan, The Teachers Grammar of English: A Course Book and Reference Guide. Cambridge University Press, 2008)

Goods and Services Tax (GST) Essay Example | Topics and Well Written Essays - 3750 words

Goods and Services Tax (GST) - Essay Example The present research has identified that goods and services tax (GST) is said to be indirect and broad-based because it is charged depending on the supply or activities of good and services instead of being charged directly on income. Also, these charges are applied generally to all taxpayers with a few limitations. Taxation under GST is applied to the goods and services that are used by consumers, meaning that, this system is a consumption taxation system. A step process is used in the collection of taxes under GST, to make sure that tax is levied at every stage of the production chain, and also to allow suppliers of goods and services who are registered to claim the credit on tax paid to their inputs. Although the tax is charged at every stage, the tax is paid finally by the consumer at the end spot. For a firm to be able to take credit on GST, they must be registered. Thus, if they do not apply to be registered under GST, they are treated as the end consumers and can only enjoy th e GST credit they incur. GST is classified into three types of supplies namely; taxable supplies, input tax supplies, and GST free supplies. GST liability is created out of supply, but it is not created by the GST registered entity. The rules of GST do not apply if the supplies of either goods or services came to force before 1st July 2000, and in accordance to set special rules, gifts, when supply is made by entities not registered, or which are not required to register and when the transactions involved are not connected to Australia. In order to register Tiles Pty Ltd under GST system, the management needs to ensure that the firm satisfies the following requirements as stipulated under chapter 2, part 2-5 division 23 of the act. The main importance of registration is due to the following: - GST is only payable on any supplies for registered entities only Credits for input tax cannot be claimed unless the entity is registered GST returns are only lodged for registered entities Und er the goods and services act, an entity structure may include an individual, a sole corporate, a corporation body, a political body, a partnership, a trust and an unincorporated association or body of persons. Tiles Galore Pty Ltd is a small sized corporation, meaning that, it falls under an entity structure required to be registered. Thus, the firm can apply to be registered by ATO for GST. Registration requirements are in sec 23-5; it states that an entity is registered It is an enterprise Annual turnover meets the threshold for registration turnover The term entity is broad in definition and includes various legal persons as described here below; The trustee is that entity that should register for GST and ABN The partnerships are those entities that should register for GST but not for individual partners It thus entails that under section 23-10, an entity cannot be registered if it does not carry or intend to carry on with an enterprise. It is optional for that entity to registe r if it carries on an enterprise but does not meet the threshold for registration. Supplies fall under various sections namely; taxable supplies, GST free supplies, and input taxed supplies. Other kinds are importations and those that fall outside the scope of the GST. Taxable supplies are determinant factors in ruling whether a certain transaction is worth falling under GST.

Financial Educational Board Games (Toys and Game Industry) Research Paper

Financial Educational Board Games (Toys and Game Industry) - Research Paper Example 5,856.20M El Segundo,  CA Namco Bandai Holdings Inc. 4,083.77M Tokyo,  Japan Hasbro, Inc. 4,002.16M Pawtucket,  RI LEGO System A/S 2,272.69M Billund,  Ribe (hoovers.com, 2011) Consumers spent 25.1 billion on video games, hardware and accessories in 2010 (Entertainment Software Association, 2011). The best-selling Computer Games are Family and Children’s Games (19.8%), Shooter games (14.4%), Role-Playing games (12.4%). The Best-selling Video Games Genres are Action (30.1%), Sports (11.3), Racing (11.1%), Children and Family Entertainment (9.3%), Shooter 8.7%), Role-Playing (7.8%) (Entertainment Software Association, 2011). The US board games and puzzle market, alone, is estimated to be worth about $400 million, and ?50 million per year in the UK (Maclean, 2009). The toy and game industry in Australia has a revenue of two billion, and annual growth of 3.6% (2006-2011) (ibisworld.com, 2011). Industry Trends â€Å"Going Green† is a current trend in the industry. It involves three aspects. They are: sustainable materials, resource-saving packaging, and content that communicates sustainable action and values through play (nurembergtoyfair.com, 2011). Another industry trend is moving games from the digital realm to physical board game space. A recent example is Mattel’s â€Å"Angry Birds.† Keeping a foot in both digital and physical realms makes good business sense, in the face of increasing competition (Douban, 2011). One of the most potentially profitable trends is the transition to selling products inside virtual worlds. For example, you might go to a virtual pizza shop, in avatar form, and a pizza icon might pop up, enabling the user to order a real pizza, without leaving the virtual environment (boardofinnovation.com, 2009). The diversity of virtual worlds means a huge, untapped potential for a diversity of products. Other trends include pro-social and e-connected, cooperative games; games that can be constructed and reconstruc ted, allowing for continually new play experiences; games that involve action and sensori-motor experience or emphasize speed (a trend reflecting child obesity as a health concern); games that are designed for creative learning (toyassociation.org, 2011). Game Industry Growth and Decline An indicator of demand for toys is the manufacturers' shipments of miscellaneous durable goods, which rose 7.2 percent in the first six months of 2011 compared to the first six months in 2010 (hoovers.com, 2011). Furthermore, toy sales the world over, in 2010, increased 5% over 2009, to $83.3 billion, especially reflecting strong performance in Asia (npd.com, 2011). Fifty percent of global toy sales are accounted for by the top revenue countries: USA, Japan, China, UK, and France. Emerging markets with strong growth are Brazil, Russia, India (npd.com, 2011). The Online Game portion of the industry is growing. Table 2. Annual online game revenue in billions of U.S. dollars from 2006–2011 (Rive llo, 2011) Americans spent more than $3 billion in video game subscription fees last year. A new report by market research firm Pike & Fischer estimates that Americans will spend $5 billion annually by 2015 (boardofinnovation.com, 2009). Board games went through a slump when they had to compete with video and computer games, but now they are making a big comeback, due to the economic crisis (Thai, 2009).

Effects of Science on Changing Knowledge

Effects of Science on Changing Knowledge â€Å"That which is accepted as knowledge today is sometimes discarded tomorrow.† Consider knowledge issues raised by this statement in two areas of knowledge. Rhumer Culmer Knowledge itself is â€Å"facts, information and skills acquired by a person through experience or education† (Merriam-Webster). It is the understanding of any given subject matter and can be understood either practically or rationally. Knowledge can be broken up into numerous hypotheses and theories due to different beliefs people may have. These hypotheses can be proven to be true as they are justified logically through experiments or observation. However, others can be considered to be unjustified for a certain amount of time. There is a constant change in knowledge that is accepted because the view that people have on the world is never written in stone. The way people see the world and the things in it changes with time, as they change as a person or their environment changes as well. The reason knowledge can be accepted today and can be discarded tomorrow is because society is mechanized at every moment. Somewhere in the world, a new discovery is taking place, leading to new information on subject matter. The use of the word discarded in the statement given does not necessarily mean that all previous knowledge is thrown away and an entirely new idea is accepted, but it actually explains the idea of evolution and the world moving forward as a society. Evolution is the idea that the views on the world as we see it â€Å"may be tested and retested by future observations† (Wikipedia). As technology becomes more mechanized and gaining information is facilitated, we are able to understand more. This not only happens because of technological advances, but also because of worldwide social trends as well as new discoveries being made. Because of this a knowledge issue can be created; since some knowledge is discarded tomorrow, or what could be the near future, does this mean that the knowledge what we currently possess will always eventually be proven incorrect? New discoveries are constantly being made specifically in two areas of knowledge – natural/human sciences and history. Historians make new discoveries continuously, which is known as historical revisionism. This means that what we know from history now is not necessarily always wrong; it is just open to review. The idea of historical revisionism essentially shows that â€Å"constant revision of history is part of the normal scholarly process of writing history† (Wikipedia). As history is not complete, it is always modified to change truths in order to fit modern society. Therefore, this emphasizes the idea that instead of all knowledge being rejected because it is wrong, it is actually still accepted as the truth that has been modified due to new information, thus creating a better truth. Nevertheless, just because everything is open to modification, this does not mean that everything is right at the moment. This shows that we must never fully believe what has been given to us as fact because there is always something more to be added which can end up changing our view on the subject matter. Knowledge is also constantly altered in another area of knowledge: natural and human sciences. Scientific discoveries that create the knowledge that we accept are made from experiments and observations. These experiments are done with the use of scientific methodology, which is defined as â€Å"principles and procedures for the systematic pursuit of knowledge involving the recognition and formulation of a problem, the collection of data through observation and experiment, and the formulation and testing of hypotheses† (Merriam-Webster). Scientific methodology has become more accurate over time due to advances in technology, thus affecting what is accepted and what is discarded. A good example of this is when scientists found a direct link between people smoking cigarettes and developing lung cancer. In the past, lung cancer was actually considered an exceptionally rare disease. Therefore, the fact that was accepted then was that there was no link to smoking and getting the dis ease. However, in the 1950s, â€Å"evidence linking cigarette smoking with lung cancer began to accumulate† (Bastian, 2008), showing that the fact that was accepted before was discarded by some people as they believed that there was now a connection between cigarettes and lung cancer. Scientific methodology even proved that there was a relationship between the two; â€Å"†¦study, carried out in Britain between 1951 and 1994, revealed that the death rate for smokers from lung cancer was about three times that of non-smokers from men over 35† (Bastian, 2008). Even though this experiment clearly showed a link between the two variables, some people still accepted that there was no way smoking cigarettes would at some point make you develop lung cancer. This example questions our knowledge issue as well as the statement given because we now see that knowledge given today and knowledge that is discarded tomorrow is not only done because of facts but also in the end it i s a person’s choice what they want to believe in. It depends on the people themselves: in the end, there is no way for anyone to be forced to discard any knowledge that they possess or accept anything that they do not want to. Medical advances also have been a result of discarded knowledge that was previously accepted. An example of this is the medical advances over the past 25+ years or so with heart disease. In the past, it was accepted that â€Å"heart attacks, called infarcts, were [big] and the damage to heart muscle was often catastrophic, leading eventually to heart failure and death† (Cox, 2009). The only cure for a heart attack was putting a patient into a dark room and giving them pain medication and medicine to â€Å"prevent dangerous irregular heartbeats† (Cox, 2009). This method was not successful all the time because the rate of death from this disease was still high. Both doctors and patients thought there was nothing they could do and accepted it. This accepted fact was discarded in the 2000s because there were new discoveries. Finding new drugs, such as Lipitor, for heart disease â€Å"are now routinely used to slow the progression of atherosclerosis†¦Ã¢â‚¬ (Cox, 2009) , which is plaque that can cause heart attacks. This example shows that the increase in technology and new discoveries helps improve the knowledge that we have accepted in the past, or even change our knowledge for the better. The use of the word accepted in the statement implies that there is something or someone influencing what is accepted by society, and which is denied. Whatever is accepted by society is called the truth. This brings in the idea of social factors affecting what people believe in. Nowadays, people are under the influence of way too many people. For example, celebrities have more influence on people than they should. If they say one thing is the right thing to do, then most people follow this idea. Proof of this is the changing trends in clothing. Celebrities can wear one thing and suddenly most people are wearing the same thing, if not something similar because they think it looks good. This shows that today or better yet, in the present, the ideas are accepted. However tomorrow, or in the future, the trends can be discarded. This happens if a different celebrity wears something else. The public then think whatever they were wearing before is no longer acceptable, therefore they must m ove on with the world. Another example of this is a person’s view on the world from when they were younger to when they become older. For instance, as a child we are taught that the opposite sex is annoying, strange and can spread a fictional disease, sometimes called cooties. As children we all accepted this as common fact and dare not test the theory to be incorrect. However, with the test of time, or aging, we start to view the opposite sex as attractive in certain ways. Therefore, we end up discarding what we thought was pure fact and knowledge as a child. There is proof of this because there are males and females getting married, starting families and having serious relationships worldwide. Things that are currently accepted as knowledge are easily open to be discarded in the future. Nothing is permanent because what we believe constantly changes. This is due to technology and research on different subject matter being furthered. However, if any piece of knowledge is accepted or discarded entirely depends on the person. There are many cases to show that generally, yes, knowledge has been accepted and discarded throughout time, but in the end it is always up to a single person to determine if they want to accept a piece of knowledge or to discard a piece of knowledge because it is their belief. People’s beliefs change over time because the world around us is constantly changing and there is no way to stop that, thus there will be a large number of ideas that will be accepted and discarded in society in the future. Works Cited Bastian, Sue. Chapter 10: Natural Science. Pearson Baccalaureate: Theory of Knowledge. N.p.: Pearson Education Limited, 2008. 172-80. Print. Scientific Method. Merriam-Webster. Merriam-Webster, n.d. Web. 07 Jan. 2014. Cox, Lauren. The Top 10 Medical Advances of the Decade. The Top 10 Medical Advances of the Decade. MedPage Today, 17 Dec. 2009. Web. 06 Jan. 2014. Definition of Knowledge in English. Knowledge: Definition of Knowledge in Oxford Dictionary (British World English). Copyright  © 2013 Oxford University Press., n.d. Web. 08 Jan. 2014. Historical Revisionism. Wikipedia. Wikimedia Foundation, 27 Dec. 2013. Web. 05 Jan. 2014.

Psychology Hl Internal Assessment

| Psychology Internal Assessment| An experiment on instruction of free recall and serial recall on memory. | Psychology Higher Level| Name: Vanessa BarthovaCandidate Number: 001457-004School: QSI International School of BratislavaDate of Submission: February 25th, 2013Word Count: 1,997| | | The aim of this experiment was to investigate whether recall of words can be influenced by instructed form of free recall versus serial recall. Since recall for any given item depends upon the position of that item in the series, it was investigated if the type of recall has influence on the primacy and recency effects.The hypothesis predicted that participants in the free recall condition will show a  classic position curve with the recency effect taking place almost equally to the primacy effect, then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. This was based on previous research by Deese (1957), which demonstrated that it is po ssible to alter the form of the serial position curve by instructions as to the method of recall. The DV was number of words recalled and the IV was the fact whether free recall or serial-order recall was instructed.The repeated measures design was chosen. An opportunity sample of 36 participants (N=36) participated. 3 lists of 20 common English words were read out to participants in the control group, all of the lists were instructed for free recall before and after reading of the list. 3 lists of 20 common English words were read out to participants in the experimental group. In the first list free recall was called on for both before the reading of the list and after. In the second list, free recall was called on before the reading, and serial recall was instructed after the hearing of the list.In the third list, serial recall was called on for both before the reading of the list and after The T-test showed the results of the list were significant at a 5% level of significance, s o the research hypothesis that type of instruction affects recall was accepted. Word count: 304 Introduction Cognitive psychology deals with mental processes such as memory. Memory has been studied by psychologists since Atkinson and Shiffrin proposed theory of the multistore model of memory (MSM), which breaks-up memory into different categories.Information is received by sensory stores, and some is passed to short-term memory stores (STS), which can then be passed to long-term memory stores (LTS). Attention is the control process responsible for transfer of information from sensory store to STS. This is supported by many studies that involve serial position effect, showing that when participants are presented with lists of words, they remember first few and last few words and are more likely to forget those in middle.A study, conducted by Murdock (1962) investigates the relationship between serial position effect, position of words on given list, and participant‘s ability to freely recall them. Murdock suggested that early words were put into  long-term memory (primacy effect) because subject had time to rehearse words, and words from the end went into  short term memory  (recency effect). Words in middle had been there too long to be held in STS, due to displacement, and not long enough to be put into LTS, hence they’re forgotten. Glanzer and Cunits (1966) conducted an  experiment introducing the variable of immediate versus delayed recall.They studied separate output of STS, since they introduced a  variable, delayed start of recall, which had a  different effect on long-term and short-term storage, and therefore changed the beginning and end of the serial position curve. Studies of the position curve and memory show that a  delay of thirty seconds (being the time hypothesized that short-term memory lasts for) did not affect the primacy effect which was clearly present, but drastically lowered the amount of words of the recency e ffect. Deese (1957) focuses on serial organization of words.The study showed probability of recall depended upon position of item in the series. It focused on a  new variable, free recall versus serial anticipation, where subject not only had to remember words, but also in correct order. Serial anticipation changes the serial position effect, since when serial anticipation is compared to free recall, it can be noted that the curves are roughly mirror images of one another. The researchers divided their subjects into two groups, those who would freely recall words, and those who would be instructed to recall words in the order they were presented.Findings show that although the total amount of words recalled was close to identical, there was a  change in the serial position curve. In this case, early items have the highest probability of recall (not last), last items second highest (not first), and middle items least. This is due to the fact that when having to remember the words in order, long term stores would be most accurate as those words were most repeated in order. The above findings are important since they gave cognitive researchers an insight into memory processes, and support the multi-store model theory.They show that we remember the beginning, because it is stored in long-term stores, and end, when the short-term storage is not interrupted, but least frequently middle words, as hypothesized by the serial position curve and the primacy and recency effects. This experiment is a  replication of Deese (1957). It uses the distinction of free recall and serial anticipation, to affect the serial position curve and focus on LTS primarily. Aim: investigate effect of the recall of words in free recall, and recall by serial anticipation, and the effect it has on LTS and STS in relation to the serial position curve.Experimental hypothesis (H1): Participants in free recall condition will show a  classic position curve with the recency effect taking plac e almost equally to the primacy effect, and then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. (Free recall: words recalled in any order. Serial recall: words recalled in order they were presented. ) Null hypothesis (H0): There will be no significant difference between recall of words when compared in free recall and serial anticipation situations, or any difference will be due to chance. Method Design:Independent measures design was chosen to eliminate order effect, and to prevent boredom, tiredness, or improvement of skills with performance. Independent variable was used in the same sense, but with slight variation in the form of recall. If the same participants were used, they would know what to learn in the first part, and that would affect the second part of the experiment. One possible disadvantage of this design is that there may be participant variability. For example, participants may vary in memory ability, so the differences between groups may be due to this and not simply to the manipulation of the IV.To avoid participant variability, participants were given two practice lists to memorize, and the mean in these two lists was within two standard deviations, suggesting that the participants had similar memory capacity. Another disadvantage would be participant sabotaging the study, or becoming distracted. This was prevented by eliminating empty lists submitted by participants from results, hanging a sign so that people would not enter the testing classroom, and asking anyone distractive to leave. Ethical considerations were followed, as each participant was briefed before the experiment, and debriefed after it.It was clear that at any time participants had the right to withdraw from the experiment and their anonymity would be protected. Participants were not harmed physically or psychologically, and all signed informed consent form. Independent variable: Whether free recall or serial ord er recall was instructed. (Free recall: words recalled in any order. Serial recall: words recalled in order they were presented. ) Dependent variable: Amount of words recalled. (Frequency of words recalled. ) Participants: Opportunity sampling was used because this was the most convenient and saved time.The target population was IB students at QSI Bratislava with fluency in English. Participants were asked, and those who accepted met in the classroom. The participants were required to have specific English abilities because the experiment was conducted in English. In total, for the experiment we had 11 boys and 25 girls (N=36). Materials: * Consent forms * Standardized briefing and debriefing instructions * 8 lists of 20 different words * Answer sheets * Stopwatch Procedure: Before experiments began, 8 different lists of 20 words were randomly created from a list of 1,000 common English language words.First group of participants (N=18), brought to a quiet classroom, each seated at a desk. Standardized briefing was read out loud, and informed consent was given. Answer sheets were placed face-down on each desk. 1. Subjects were required to recall two practice lists, given with standardized instructions. They were instructed free recall. Each list was read by experimenter at the rate of one word per two seconds, without emphasis, and recall was required immediately after the reading. 2. Participants were divided into control and experimental groups randomly. One group was tested at a time. . Control group was given 3 lists with the same instructions as those for practice lists. After finishing the lists, groups switched locations. 4. Experimental group had the following sequence of instructions: * First list: instructions were same as for practice list. (Free recall is called on for both before reading of the list and after. ) * Second list: instructions before the list were for free recall, and instructions for recall in serial-order were instructed after hearin g. * Third list: instructions were to recall in serial-order were given before and after reading list. . All lists were collected, and both groups were read standardized debriefing together. Second group of participants (N=18) was tested, and same procedure was followed. Results Descriptive: The experiment collected interval ratio data. Therefore, mean and standard deviation were chosen as descriptive statistics. As this study has a focus on the amount of words recalled in different stages of the list, words were classified under four headings: â€Å"Beginning† (words 1-6), â€Å"Middle† (words 7-14), and â€Å"End† (words 15-20), along with â€Å"Total† as summary, for comparison and analysis.From Table 1. it can be deduced that when free recall was instructed and used, participants received similar results over-all ( average of 8. 25 and 8. 75 words), although the results were not dispersed close to the mean. With standard deviations (SD) being differin g and high (3. 31 and 5. 42), this suggests primacy and recency effect. From Table 2. it can be deduced that when participants were expecting to perform free recall, but were instructed serial recall, the performance over-all significantly dropped (averages of 7. 65 compared to 3. 95).Furthermore more words were remembered in the situation of serial recall in beginning, since they were stored in LTS, and therefore their position could be better recalled, suggesting the primacy effect (7. 17 compared to 3. 67). From measures on table 3. it can be deduced that primacy effect is dominant in serial recall, as the mean of words in beginning (9. 00), dropped down in the end words (4. 38). Table 1: Mean recall and Standard deviation of words in A1 and B1 lists (free recall in both). | Beginning words 6 possible words (1-6)| Middle words8 possible words (7-14)| End words6 possible words 15-20)| Total words20 possible words (1-20)| | A1| B1| A1| B1| A1| B1| A1| B1| Mean| 10. 00| 9. 33| 7. 50 | 5. 25| 7. 50| 11. 00| 8. 25| 8. 75| SD| 3. 58| 5. 89| 2. 78| 2. 12| 3. 56| 2. 45| 3. 31| 5. 42| N| 18| 18| 18| 18| 18| 18| 18| 18| Table 2: Mean recall and Standard deviation of words in A2 and B2 lists (free recall in A2 list, serial recall asked in B2 list after memorization process). | Beginning words 6 possible words (1-6)| Middle words8 possible words (7-14)| End words6 possible words (15-20| Total words20 possible words (1-20)| | A2| B2| A2| B2| A2| B2| A2| B2|Mean| 11. 50| 7. 17| 5. 00| 2. 25| 7. 33| 3. 67| 7. 65| 3. 95| SD| 1. 22| 2. 23| 2. 62| 1. 67| 3. 01| 4. 32| 3. 60| 3. 39| N| 18| 18| 18| 18| 18| 18| 18| 18| Table 3: Mean recall and Standard deviation of words in A3 and B3 lists (free recall in A3 list, serial recall in B3). | Beginning words6 possible words (1-6) | Middle words8 possible words (7-14)| End words6 possible words (15-20| Total words20 possible words (1-20)| | A3| B3| A3| B3| A3| B3| A3| B3| Mean| 9. 33| 9. 00| 7. 38| 1. 00| 10. 00| 4. 38| 9. 10| 4. 55| SD| 4. 08| 6. 26| 3. 16| 0. 93| 1. 90| 5. 15| 3. 18| 5. 0| N| 18| 18| 18| 18| 18| 18| 18| 18| Inferential: T-test was chosen since the experiment tested difference between frequency of words remembered between various lists, and the way they were stored (by observing the primacy and recency effect), with the comparison of control lists to experimental. T-test was chosen because it is more powerful, and shows whether they have significant differences. Advantages are that it works well with two means—its good for ratio data, such as in this experiment. Disadvantage is that results are assumed to come from a  normally distributed population.This test is good to use when the population mean and standard deviation are unknown, and 2 separate groups are being compared, that is why it was chosen over other tests. Table 4. This table presents a comparison between the first and last 6 words of each experimental list, comparing the significance of primacy and recency effect on recall . List:| Primacy (average # of words recalled)| Recency (average # of words recalled)| Significance? | B1| 9. 33| 11. 00| The two-tailed P value = 0. 5003 This difference is considered to be not statistically significant| B2| 7. 17| 3. 67| The two-tailed P value = 0. 542 This difference is considered to be not quite statistically significant. | B3| 9. 00| 4. 38| The two-tailed P value = 0. 0805 This difference is considered to be not quite statistically significant. | Table 5. This table statistically states the p value of comparisons between different sections of control tests to experimental tests. Comparing lists| First words | Middle words| Last words| Over-all| A1 vs. B1| P value = 0. 8174 This difference is considered to be not statistically significant. | P value = 0. 0901This difference is considered to be not quite statistically significant. P value = 0. 0756This difference is considered to be not quite statistically significant| P value = 0. 7266This difference is consider ed to be not statistically significant. | A2 vs. B2| P value = 0. 0019 This difference is considered to be very statistically significant. | P value = 0. 0252 This difference is considered to be statistically significant. | P value = 0. 1189 This difference is considered to be not statistically significant. | P value = 0. 0021 This difference is considered to be very statistically significant. | A3 vs. B3| P value = 0. 9152This difference is considered to be not statistically significant. | P value is less than 0. 0001 This difference is considered to be extremely statistically significant. | P value = 0. 0439 This difference is considered to be statistically significant| P value = 0. 0024   This difference is considered to be very statistically significant. | Lists of A1 and B1 (both free recall), had P-value of . 7266, so the difference is not statistically significant. A2 and B2 lists (control both free-recall versus instructions before the list were for free recall, and after list instruction for serial-order), had P-value of . 021, so the difference is statistically significant. A3 and B3 lists (control free recall versus serial recall), had P-value of . 0023, meaning difference is statistically significant. The difference between free recall and serial recall list had a  value lower than the significance chosen of P= 0. 05, we rejected the null hypothesis and accepted the experimental hypothesis. Graph 1. This graph maps out all the 6 lists (3 control and 3 experimental), in order to visually represent the primacy and recency effects of each list. DiscussionThis experiment observed relationship between frequency of recall per item and order of emission in immediate recall. Previous research has shown that as sequence is introduced into material to be recalled by free recall, serial position curve changes from free recall of disconnected items to recall by serial anticipation. This suggests that its possible to alter the form of serial position curve by method of recall. For the experimental lists, Deese (1957) had averages of 3. 69 in second list, and 4. 33 in third, similar to this experiment, performance in first list was highest, as it was in free recall.Performance in second list was worst, as it was unexpected serial recall. In third list serial recall was expected, hence it was higher than second list, but lower than first, as free recall is more efficient than serial, confirmed by previous research. In this experiment when participants recalled lists using free recall, similar amount of words was recalled (8. 25 and 8. 75), implying the two groups are comparable. Second experimental list showed significantly decreased performance (7. 65 and 3. 95), the P-value being 0. 0021 with 5% significance.This could be due to unexpected instruction of serial recall. Third experimental list suggests loss in total number of items recalled with anticipated serial order, compared to free recall (9. 10 and 4. 55). However, primacy effec t is dominant to recency effect (9. 00 to 4. 48), with P-value 0. 0439, suggesting change of position curve from that characteristic of free recall to that of serial anticipation. It seems reasonable to conclude that form of serial position curve in free recall is dependent on order of emission of items in recall.If recall is completely unstructured (free recall), items are recalled in order of strength, and last items, on average, are recalled first, as suggested Murdock 1962. This experiment further supports that if serial recall is induced, items are recalled in order and the first items are most frequently recalled, supporting the experimental hypothesis. The results of this study support the findings of Deese 1957, confirming correlation between frequency of recall per item, list position and position in recall found in previous experiments.Results are consistent with findings of Deese as it can be noted that the primacy effect is dominant in the serial recall compared to the f ree-recall conditions. It also supports the multi-store memory model of Atkinson & Schiffrin because it can be seen that the memory is composed of long-term and short-term stores, due to a significant difference between the amount of words recalled from the beginning, middle, and end of the list. One limitation is that most participants were IB-diploma students so they were probably trained in remembering terms.Additionally, generalization could be a problem because of the participant’s age range of 16-19 years compared to the original experiment with the age range of 18-54 years. The similar average in free recall lists of both conditions (8. 25 and 8. 75) indicates that participants performed relatively similar. This may be because students were similar in age and were all IB students. An improvement in a future experiment is to use a larger age range such as Deese 1957. Also the fact that most participants were not native in English language could affect results.Furthermor e although independent measure was chosen, participants did not have same lists, which might have had an effect on the participants’ ability to memorize the words. It can be noted that means of the free-recall conditions are differed, which indicates that participants remembered some lists better than the others. A modification could be that the control and experimental group would get the same word lists in order to make the comparison more reliable. Although all participants were not tested at same time, all procedures were followed for both groups, so that they would have comparable results.Lastly, artificiality is a problem because of the experimental method. However, seeing as the experiment was conducted in a classroom, this can be considered a natural environment. Researchers are discussing to what extent results on memory like these can be relied on. One modification is to use words the sample is familiar with such as party, and cell-phone, instead of horse and person . Nonetheless, replications of the study by Deese (1957) have demonstrated the clear effect of using concrete words on recall, and thus we can rely on these results.In conclusion, the results attained in this experiment are consistent with cognitive theories about memory processes such as MSM, and the primacy and recency effects. Therefore this experiment concluded that words using free recall are better recalled than of serial recall. This is probably due to us having access to both long-term and short term memory. In serial order, one mainly knows the position of words stored in long-term memory. However, the researchers did not study whether people would perform better if they could not easily associate with the words, nor strategies used in memorization.This is a possible topic for further research. References Atkinson, R. C. ; Shiffrin, R. M. (1968). Chapter: Human memory: A proposed system and its control processes. The psychology of learning and motivation (Volume 2). New Yor k: Academic Press. pp. 89–195. Murdock B. The Serial position effect of free recall. Journal of Experimental Psychology 1962, Vol. 64, No. 5, 482-488. Glanzer M. and Cunitz A. Two storage mechanisms in free recall. Journal of verbal learning And verbal behavior (Volume 5). 351- 360. 1966 Deese, J. Serial Organization in the recall of disconnected items. Psychological reports. 957, 3, 577-582. Southern Universities Press. Appendices Appendix 1. Informed consent: Informed Consent Form IB Psychology Experiments I give my consent to participate in the IB Psychology experiment about memory run by Vanessa Barthova and Katarina Hlavata on December 13, 2012. I have been informed about the nature of the experiment. I understand that my participation is voluntary. I may withdraw from the study at any time and request that my data not be used in the experimental results. I have the right to a debriefing about the general results of the study and I may obtain my individual results upon r equest.I give my consent knowing that all aspects of my participation will remain confidential and that I will not be subjected to any harm or deception. I understand that the experiment has potential benefits. The aim of all IB Psychology experiments is to improve cognitive processing skills in areas such as memory, perception, problem-solving, and attention. ____________________ _________________ Student Name Date Appendix 2. Standardized briefing: Welcome everyone! Thank you for allowing time to participate in this experiment on memory.The other researcher will distribute an informed consent form that we will ask you to sign your agreement. If at any time you should change your mind do know that you are entitled to withdraw from this experiment. Please listen carefully and do not talk to any of the other participants. Furthermore, do not look at any papers on the table until instructed to do so. You will then be read 2 practice lists of words, and 3 additional lists of words, tha t you are to memorize hen you will be asked to write down all the words you recall on the paper in front of you.Turn the paper over when instructed to. If you have any questions you are more than welcome to ask one of the researchers. Standardized debriefing: The aim of this experiment was to investigate if the type of recall had effect on the words recalled, as seen through their position in the list. Group A was the control group, which had free recall after all the lists, meaning that they just wrote down all the words remembered, in any order. Group B on the other hand, had instructed serial recall on two lists, meaning that they had to try to recall the words in the order that they were read.Previous research has shown that in free recall, you have the highest ability to memorize the first and last words of the list. The first words are repeated by you when you try to memorize them, so they are stored in your long term memory. The last words were just recently heard, so you hav e them stored in short term memory, for easy recall. When serial recall is instructed, mostly the words remembered correctly are the first words, because they were stored in long term stores, most likely in order, due to memorization through repetition.If you wish to know the full results of the experiment or have any further questions you are more than welcome to leave your e-mail. Thank you once again for your participation. Appendix 3. Lists of words: Practice 1: (aka #1) 1. bus 2. reply 3. love 4. person 5. eight 6. sentence 7. need 8. old 9. cat 10. sleep 11. brother 12. newspaper 13. snow 14. sharp 15. water 16. apple 17. box 18. grass 19. lady 20. king Practice 2: (aka #2) 1. Kitchen 2. Juice 3. Potato 4. Monkey 5. Moon 6. Window 7. Village 8. Children 9. Horse 10. Mouse 11. Friend 12. Read 13. Weather 14. Train 15. City 16. Eye 7. Bone 18. Picture 19. Wild 20. Joy Control 1: (aka A1) 1. Cook 2. Home 3. Heavy 4. Prison 5. Evening 6. Ocean 7. Star 8. Wash 9. Heart 10. Dance 11 . Alone 12. Knock 13. Never 14. Pink 15. Story 16. Today 17. Wheel 18. Leg 19. Sand 20. Color Control 2: (aka A2) 1. Even 2. Die 3. Cup 4. Hat 5. Milk 6. Orange 7. Piano 8. Needle 9. Job 10. Gun 11. Fish 12. Hall 13. Basket 14. Ask 15. Circle 16. Tree 17. News 18. Mud 19. Knee 20. Sport Control 3: (aka A3) 1. Toe 2. Work 3. Young 4. Gum 5. Shop 6. Pillow 7. Sky 8. Hotel 9. King 10. Listen 11. Heaven 12. Open 13. Nature 14. Cheese 15. Enemy 16.Computer 17. Brown 18. Forest 19. Air 20. Corn Experimental 1: (aka B1) 1. Jelly 2. Face 3. Good 4. Active 5. Clean 6. Heart 7. Iron 8. Shell 9. Rice 10. Pull 11. Nose 12. Map 13. Office 14. Ring 15. Uncle 16. Yard 17. Zoo 18. Room 19. Pink 20. Old Experimental 2: (aka B2) 1. Rich 2. Rent 3. City 4. Eye 5. Cat 6. Open 7. Now 8. Left 9. Ice 10. Head 11. Gold 12. Female 13. Dish 14. Bird 15. Clock 16. Ear 17. Duck 18. Hurt 19. Life 20. Leaf Experimental 3: (aka B3) 1. Music 2. Police 3. Shirt 4. Army 5. Copper 6. Hungry 7. Nature 8. Power 9. Red 10. Tooth 11. Glass 12. Bridge 13. Dream 14. Fox 5. Nose 16. Machine 17. Rock 18. Smile 19. Work 20. Brother Appendix 4. Answer sheets, cut into strips of separate lists. # 1 #2 A 1 A 2 A 3 B 1 B 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. B 3 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Appendix 5. Scrip for experiment / Standardized Instructions: Instructions: # 1 * â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † # 2 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you.You have a minute and a half. † DIVIDE GROUPS: â€Å"Now we are going to separate into two groups. A and B. I will draw the names of members in each group randomly from a hat. Group A: ________. Group B: _______. (Record names on board) GROUP B, please exit the room and wait in the UR room and do not go anywhere else. We will come get you in a few minutes. A 1 * â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. † (5 sec pass) * Read list (5 sec pass) â€Å"Now write down all the words that you can remember from the list I hav e just read on the paper in front of you. You have a minute and a half. † A 2 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. A 3 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † THANK YOU GROUP A, THAT IS ALL. PLEASE EXIT THIS ROOM AND WAIT IN THE UR. WELCOME GROUP B, DO WE HAVE EVERYBODY? (check list on board) LET US BEGIN. B 1 â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † B 2 * â€Å"I am going to read you another list of words. Again, you are to listen to this list very carefully and remember as many words as possible. Do not write anything down nor turn your paper around until you are told to do so. (5 sec) * After the list was read * (5 sec) â€Å"This time I want you to try to remember the words exactly in the order in which I read them on the paper in front of you. You may turn it around. You have a minute and half. † B 3 * â€Å"I am going to read you another list of words. Listen very carefully and remember as many words as possible, in the order that they are presented. Do not write anything down until you are told to do so. † (5 sec) * Read list * (5 sec. ) â€Å"Write down the words exactly in the order in which I read them. You have a minute and half. † GET GROUP A AND DEBREAF. Appendix 6. Raw Data:These tables summarize the position in the list of a words, and frequency recalled. Practice lists: Practice #1|   | | Practice #2|   | | Word #| Frequency| | Word #| Frequency| | 1| 32| | 1| 31| | 2| 24| | 2| 25| | 3| 29| | 3| 21| | 4| 14| | 4| 19| | 5| 15| | 5| 17| | 6| 14| | 6| 17| | 7| 13| | 7| 18| | 8| 16| | 8| 15| | 9| 20| | 9| 17| | 10| 8| | 10| 18| | 11| 14| | 11| 12| | 12| 12| | 12| 6| | 13| 16| | 13| 12| | 14| 13| | 14| 7| | 15| 9| | 15| 13| | 16| 13| | 16| 13| | 17| 9| | 17| 12| | 18| 8| | 18| 14| | 19| 21| | 19| 13| | 20| 13| | 20| 20| | Total participants| 36| | Total participants| 36| | Control lists: A1 |   | | A2|   | | A3|   |Word # | Frequency| | Word #| Frequency| | Word #| Frequency| 1| 17| | 1| 13| | 1| 13| 2| 10| | 2| 11| | 2| 14| 3| 9| | 3| 13| | 3| 12| 4| 8| | 4| 11| | 4| 6| 5| 7| | 5| 10| | 5| 6| 6| 9| | 6| 11| | 6| 5| 7| 11| | 7| 5| | 7| 11| 8| 4| | 8| 8| | 8| 5| 9| 5| | 9| 5| | 9| 10| 10| 8| | 10| 6| | 10| 7| 11| 12| | 11| 3| | 11| 12| 12| 6| | 12| 0| | 12| 4| 13| 7| | 13| 8| | 13| 5| 14| 7| | 14| 5| | 14| 5| 15| 3| | 15| 7| | 15| 9| 16| 5| | 16| 5| | 16| 7| 17| 5| | 17| 6| | 17| 10| 18| 10| | 18| 5| | 18| 12| 19| 11| | 19| 8| | 19| 10| 20| 11| | 20| 13| | 20| 12| Total participants| 18| | Total participants| 18| | Total participants| 18|Experimental Lists: B1|   | | B2|   | | B3|   | Word #| Frequency| | Word #| Frequency| | Word #| Frequency| 1| 18| | 1| 11| | 1| 16| 2| 15| | 2| 5| | 2| 17| 3| 8| | 3| 8| | 3| 8| 4| 7| | 4| 7| | 4| 6| 5| 5| | 5| 7| | 5| 6| 6| 3| | 6| 5| | 6| 1| 7| 8| | 7| 1| | 7| 1| 8| 3| | 8| 2| | 8| 1| 9| 3| | 9| 2| | 9| 1| 10| 4| | 10| 1| | 10| 0| 11| 5| | 11| 3| | 11| 0| 12| 7| | 12| 6| | 12| 1| 13| 8| | 13| 1| | 13| 1| 14| 4| | 14| 2| | 14| 3| 15| 13| | 15| 1| | 15| 2| 16| 7| | 16| 0| | 16| 0| 17| 13| | 17| 3| | 17| 1| 18| 9| | 18| 0| | 18| 6| 19| 13| | 19| 10| | 19| 6| 20| 12| | 20| 8| | 20| 14|Total participants| 18| | Total participants| 18| | Total participants| 18| Appendix 7: Graphs of serial position curves, for each control and experimental list. A1 list B1 list In this comparison, we can notice that both the primacy and recency effects are present. These two groups were the same in the fact that both were instructed free recall, and only difference between them was the participants and the words they had to memorize. As we can notice, the lines are not exactly the same, as natural variations occur, but according to the Student T-Test these two groups are not statistically different, so the difference is by ch ance.However, we still see the fall in number of words recalled in the middle ( words 6-14), which had on average 2 words recalled (out of 8), while the first had around 5 (out of 6) , and the last around 4 (out of 6). A2 list B2 list A2 list is the control for B2, where in the A2 free recall was instructed, while the B2 had implied free recall before the list was read, and then instructed serial recall. This list (B2), had a predicted drop in frequency of words memorized, as the participants did not expect to memorize in order, so over-all panic lead to overall performance loss.As we can see, the total average recall in A2 list of 8 words, dropped down to 3 in the B2 list. However, although of the poor preset, we can see that the primacy effect is starting to be much stronger (average of 7 words compared to 4), whereas in the control. A3 list B3 list These two graphs differ in the fact that in the A3 list, free recall was instructed, whereas in the B3 list serial recall was instruc ted. Noticeably there is a drop in the frequency of middle words remembered, from an average of 7 words remembered (out of 8) in the control A3 list, to only 1 word remembered in B3, with serial recall.Appendix 8: The mean, standard deviation and the P-value was used by performing a T-test on this website:  http://www. graphpad. com/quickcalcs/ttest1. cfm ——————————————– [ 1 ]. In Atkinson and Shiffrin 1968 [ 2 ]. In Murdock 1962 [ 3 ]. In Glanzer and Cunits 1966 [ 4 ]. In Deese 1957 [ 5 ]. In Deese [ 6 ]. See Appendix 2 [ 7 ]. See Appendix 2 [ 8 ]. See Appendix 1 [ 9 ]. See Appendix 3 [ 10 ]. See Appendix 4 [ 11 ]. See Appendix 5 [ 12 ]. See Appendix 5 [ 13 ]. See Appendix 2

Whispered Research Paper on Disease Secrets

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