UNIVERSITY OF MUMBAI
Name: Akshada Wavekar ROLL NO: 44 MA PART I SEMESTER I
Do visual cues influence the word length effect
ABSTRACT
In this experiment we tested the hypothesis that the length of words and the visual cues will have an significant impact on the recall scores of the particiapant. It is suggested that the words with visual cues tends to remember better than only the words. It is because pictures receive more extensive semantic processing than do words (Intraub & Nicklos, 1985; Nelson et al., 1977; Smith & Magee, 1980; Weldon & Roediger, 1987; Weldon, Roediger, & Challis, 1989); therefore, pictures benefit from deeper or more elaborate levels of processing (Craik & Lockhart, 1972). This experiment was conducted to see whether the visual cues affect the later recall or not.
Keywords: visual cues, length of words, semantic processing,
INTRODUCTION
Word length effect
Word length effect is the finding that list of short words (eg: cat, boat, pear, etc) are recalled better than list of long words(eg: hovercraft, ensemble, accomplish, etc) Lewandowsky & Farrell (2008).
I)Mackworth (1963) found that
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Metaphors and similes create picture by describing something using a comparison. Pathos, Ethos, and Logos are also used to make or persuade a reader to feel a certain way. These
McCloud shows the different relationships words and illustrations can have and how, contrary to
B 9). He based his claim on common knowledge of the makeup
Visual imagery, a memory technique that involves constructing mental images when learning new information in order to be able to better recall the information later. Mark Bowden gives visual imagery to make a reader understand what a soldiers see’s in the situation. First example, “They came as always, low and loud. Usually they came at night. You would Hear only the thrum of their rotors”(71 Bowden).
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The current study measured the effects of context (context, no-context) and presentation mode (visual, verbal) on false memory recall in a two-way, within-subjects factorial design. Context was operationally defined as the information the participant was given and there were two levels: context and no-context. In the context level, participants would receive a story to remember, and in the no-context level, participants would receive a word-list to remember. The second independent variable was presentation mode, which was operationally defined as the method the participant received the information: visually or verbally. In the visual level, the participant was asked to silently read either the story or word-list on the screen.
The results showed that indeed the words at the semantic level of processing were remembered the best and the words of the structural level were memorized poorly. Nonetheless, it could be argued that the semantic level of processing would be different for all individuals depending on their background and life experiences, as perhaps some words are understood more widely than others. It also depends on the language used to present the words and if the language was the first, second or possibly even the third language of the
When you give the reader a visual representation of a concept, they are able to put themselves in the situation and relate.
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The images that the words create makes it feel as if you were really there looking at everything actually happening. Such as, “They stretched their beloved lord in his boat, laid out by the mast, amidships. The great ring-giver. Farfetched treasures were piled on him,and precious gear.” This is a great example of imagery.
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