The Differences in Word Recall and Memorization through the Use of Colours - Research Paper Example

The Differences In Word Recall And Memorization Through The Use Of Colours Abstract The experiment conducted is one that will determine whether there is a difference in recall and memory when participants are given word lists in different colours. This is being done as an understanding that memorization is either easier or harder, dependent on the approach that an individual takes for the memory. In relation to this, is an understanding that different areas of the mind have a response to memorization, dependent on the presentation available through different means. Understanding the relationship between memorization and psychological triggers that can be used, also provides insight into the way in which neurological functions work. This experiment will use a method of participants to ensure that the experimentation is done correctly. The research conducted will use quantitative research, which includes options such as questionnaires and psychometric tests. There will be an average of 45 individuals that are recruited, all which will vary in age, beginning at 18 years old, and divided by gender equally. Because of the nature of this experiment, there will be no individuals recruited with learning disabilities. When conducting this experiment, individuals will be given a word list of 20 words. These will be given to them in three different ways. The first will be in colour, the second will be mixed and the third will be black and white. In 2 minutes, the participants will be able to look at the set of words, and in the next 2 minutes, they will need to recall as many as possible. The hypothesis is that through this experiment, individuals will be able to recall the words more frequently and more easily when using the structure of colours as pertaining to memory and recall. It is also expected that the mixed results will be slightly higher than the black and white recall of the participants. Through this study, it was found that there was little to no difference in the memory recall between the three different types of colour structures. This shows that the concept of visual memory moving into the hippocampus and providing short term memory is not necessarily true. This also shows that the concept of memory is not necessarily linked to visualization, but is instead triggered by an alternative means of comprehension. By the memory not being triggered by visualization, there is an understanding that the concept of memory, while taking place in the hippocampus area of the brain, does not have a direct relationship to visualization, meaning that recall happens through a different means. Introduction There are several relationships to memorization and colour in psychology, all which hold valuable meaning in understanding the relationship of the mind to memorization and neurological paths in the mind. In order to understand this completely, there also needs to be an understanding of the terms and history that relates to memorization and recall of colour. In defining the terms that link to this, is a relationship to the various areas of the brain that are connected to memory. Specifically, it has been found that the hippocampus is a primarily responsible area for memorization in the mind. This links to visual recall through colour that is then stored in the mind for memory. The nerves and hippocampus send signals from the visualization area to the mind to cause a significant difference in memory options. The specific ideal of memory linked to visualization is one that has not only been determined according to different functions of the mind, but can also be seen from past experiments. For example, Squire, Ojmann, Miezin, Petersen, Videen, Raichle (1992) stated that when word recall was completed with variations of colours it caused a difference in blood flow to the hippocampus from the visual area. This was done by taking a group of individuals and having them recall a certain number of words, each with colours or in black and white. As this was done, performance increased with recalling each word, simply by adding colour. Even though this was done, there was not an instant memory of the meaning of the word, but the word itself could be remembered. This was noted through several studies that determined the performance of word recall. A second experiment similar to this was conducted, showing results that implicitly state that memory through colour can easily be recalled. Tavassolli (2001), experimented with the same memory concept by taking two groups of people. With each one, there was print colours given to the individuals, and regular alphabetic words. In the second experiment, individuals where given with printed colours, and were told to define whether this would cause a difference in a positive or negative reaction. In the first instance, it was found that the print colours caused greater memory and a draw towards the specific words. In the second experiment, the words with specific colours caused a positive reaction associated with the colours and with the features that were in the different names. According to other theories, colour allows for a complete absorption of information, including an understanding of how individuals respond to directions, concepts and overall ideas. It is stated that this is one of the main reasons why different colours are used to communicate ideas, such as road signs (Derby, 2002). These, as well as other experiments, show that there is a psychological and neurological connection from colours, word association and memorization in the mind. This connects to the present study, as it can be seen that the specific associations not only affect how an individual reacts, but also the memory and recall that is associated with this. From the literature review, it can be seen that the current study can further prove that there is a link from visualization to the memory of the mind. From this understanding, this present study can continue to define what this means and how individuals may react to word association with memory. In relation to the hypothesis, this will prove that individuals who see specific colours will be able to have stronger memory and recall towards the words being memorized. Method To show that memory recall is associated with words and colour, specific methods will be used to ensure that the results are specific to the study. Design The design used for this specific experiment will be based on using participants of different demographics. This will continue with opportunity sampling. This will continue with quantitative research, including questionnaires and psychometric tests. Participants There will be 45 participants that will be used in this study. Half of the participants will be female, and the other half will be male. All participants will be over the age of 18 years. There will be no participants used that have a known learning disability or other complication, as this will alter the results. Materials Each participant will be given three word lists. The first list will consist of coloured words, each with a specific order. The second will be a mix of coloured words and the third will be a list of black and white words (see Appendix 1). There will also be a score sheet that is used to see how many words are recalled by the participants. With this, will also be a timer that will be used so participants only have 2 minutes to study the list and 2 minutes to recall the list. Procedure Each participant will be given a set of words in different colours. On the first day, participants will be tested with the logical order to the colours. They will have 2 minutes to look over this list, then 2 minutes to recall what is on the list. As they recall the words, they will be given a certain score which will be entered into a data table. The participants will then come back the next day to be tested in the same manner over the mixed colours given. On the third day, participants will be tested on the black and white colours for recall. All of the information will then be placed into a table for comparison of the number of words that are recalled. The results will be tested in ANOVA with four variables, including gender, black word list, mixed word list and coloured list. Results Within the three groups of individuals, was a central tendency that was noted among all three groups. Within this was a standard response that was scored among the groups. Each of the groups consisted of fifteen individuals that took the different tests. The first group was tested on colour groups that were available. The second group had a mixture of colour and the third group took the recall test in black and white. All three groups had a similar means with the scores available. According to the ANOVA test, this balanced with a set of means. The first result that shows this is with the descriptive statistics, available for all three groups, as seen in Table 1. Table 1: Descriptive Statistics N Mean Median Tri-mean Std. Dev. SE Mean Min Max IQR Kurtosis Skewness Group 1 To 15 14.06 14 14.3 2.89 0.52 7 19 3 0.25 -0.3 Group 2 To 30 13.43 13 13.43 2.82 0.7 9 19 4.25 -0.08 0.31 Group 3 To 45 13.8 14 13.95 2.85 0.42 7 19 4 -0.25 -0.01 The overall means for all three groups was an average score of 13.6. This was closely linked between groups, as seen in the table below. From these descriptive statistics, it can be seen that the minimum score and the maximum score of each groups is similar. It can also be seen that the mean and median in each is similar, as well as similar to the overall mean. Through these three groups, it can be seen that there is not a significant difference between the three groups. In relation to this is an error means that can be seen with this. Through this, it also shows that the hypothesis of colour differentiation affecting recall is rejected. In the table below is the error means of each of the groups. Table 2: Error Means Confidence Interval P Test Group 1 0.14 0 Group 2 0.07 0 Group 3 0.02 0 With these three confidence intervals, it can be seen that the ratio is too low for a significant difference between intervals. The overall error means is at .10, with a 95% confidence interval. This shows that the hypothesis is rejected, as there is no significant difference, as well as a low error means with the statistics taken among the different groups. To ensure that the test and regression was used correctly, an ANOVA test was also conducted. This shows similar results within each of the groups, as seen in the table below. Table 3: One Way ANOVA Source Sum Sqr. Deg. Free Mean Sqr. Prob. F-ratio F-critical Between Gr. 1 3132.9 1 3132.9 0 708 3.94 Within grp. 2 389.2 88 4.42 Total 3522.1 89 Between gr. 2 2090.32 1 2090.32 0 479.52 4 Within grp. 2 261.54 60 4.35 Total 2351.87 61 Between Gr. 3 882 1 882 0 218 4.17 Within grp. 3 120.87 30 4.02 Total 1002.87 31 As can be seen in this particular ANOVA, there is not a large statistical difference or ratio between the groups, as well as within each of the groups. The F-critcal factor within each of the groups for example, stays at a mean average of 4. The mean square is similar to this, showing that within each group and between each group, there is not a significant difference between each of the variables. This links to the ANOVA test main effects, which shows that each of the groups does not differ with the mean given among all three groups. Chart 1: Main Effects Plot As can be seen from this chart, there is not a significant means difference between the groups and the scores that were taken within each group. While group 2 had a slightly higher average of scores, groups 1 and 3, had the same number. The difference between these two tests were with the black and white test as well as the colour test. The overall mean with these three was at 13.8, showing that each fell above or below this mean. With this specific difference is also the test of regression that was noted throughout the different groups. The overall Durbin-Watson value placed with this is at 0.13207. With this, is the Y, or difference, being at an average of 2.51367. This caused the overall score to be at + - 0.01114. Following is a table with the regression statistics noted for each group. Table 4: Regression Statistics Co-efficient Standard Deviation T Value P Value Lower Upper Residuals R squared F value Prob. Of F Group 1 2.15 0.62 3.47 0 0.9 3.4 0.7 0 2.74 0.1 Group 2 3.33 0.49 6.75 0 2.32 4.35 0.3 0.1 97.36 0 Group 3 3.56 0.27 12.9 0 2.96 4.15 0.04 0.27 74.4 0 From this regression analysis, it can be seen that the lower to upper differences does not vary by more than 2 points. It can also be seen that the residuals and co-efficient is closely related between each group. Within this, it can be seen that there is little to no probability that the values within the scores or groups would change, according to the F value. This shows that the scores and the groups do not have a significant difference or means of regression within the experiment conducted with an upper value between 3 and 4 being the difference in probability, which is an insignificant difference. In relation to this is the I.V. Interaction and differences in demographics. There is not a significant difference and no interaction can be determined. This is because all individuals were at different ages according to the different groups, and still scored at similar means. Because all three groups were divided equally among gender, there was also not a significant difference in the I.V. Interaction between males and females. However, there was not enough information obtained that linked directly to the scores to show a difference between groups. With these various analysis, it can be seen that the post hoc tests reject the initial hypothesis that there is a significant difference in memory when altering the colour pattern available between groups. Because there is no significant difference between the means through the ANOVA test, and because the regression and the error means is at a low number, it shows that there is also not a difference in groups and recall when there is a difference in colour. Discussion Through this experiment, it was found that patterns with colours, mixed colours and black and white colours do not make a difference in memory or recall when seen through words. This was shown between the three groups that were able to carry the same scoring and recall when given different colours or no colour with words. This shows that memory recall does not come through visual memory or concepts linked to seeing and being able to recall what is occurring within a word. In relation to the literary review, there is now a question of how the hippocampus links to visual memory and overall recall. According to Squire, Ojmann, Miezin, Petersen, Videen, Raichle (1992), the hippocampus is triggered in the mind through memory, which is linked to the visualization of the things seen. Other experiments done have shown these same results, where there is a difference in recall according to the visualization. This implies that there is a second nerve or neurological connection that psychologically allows one to recall words, colours and different concepts that are then able to be remembered over longer periods of time, as well as with quick memory. It also implies that the participants in the other literature pieces and experiments were given different types of colours or ways of recalling the information that led to differing conclusions. Understanding the different pathways that can be used for memory recall also implies that there are different options for the mind to psychologically remember words and concepts that are also linked to specific colours. With this in mind, are also specific modifications that could be made with the present study to gather wider results. The first limitation with this was in the number of participants studied. Only having 45 participants, and not having as wide of a range of individuals for demographics, other than gender, was a major limitation in being able to define how the mind triggers to different words and memory. A second flaw with the present study was linked to the words used within each of the studies. Some of the participants were asked to come back a second day to recall words out of a second list. Changing the words on the list may have produced different results and may have changed the recall capabilities of the participants. Defining more words, differing words and finding different relationships with different colours may have made a significant difference in the present study done. To further the study, questions can be asked that define what psychologically triggers recall and what doesn't. From this study, it was seen that colour and visualization has no implication. However, from past research and findings, there is a significant relationship to this. Understanding if there are different neurological pathways for different colours, words or other information that is processed can help to understand further how memory works and what allows it to psychologically respond in the most effective ways. Taking different images, colours and connecting these to different pathways in the mind also will show that there may be a different way that the mind is able to recall information. The question can be asked, with further studies, how the mind responds to different senses and how this is linked to memory, even if it is not connected through visualization. Through these findings, it can be said that visualization and colour does not cause a psychological difference in recall and memory. However, from other literature reviews, it can also be said that there is a difference in how the mind recalls certain information through the senses. Understanding how the mind is able to recall specific information, not necessarily through colour, but instead through perception and images is what can be found as the main result from this study and what the study implies. References 1. Carlson, M.R.,Martin, N.G., Buskist, W. (2004). Psychology: Memory Retention in short term, working memory. Pearson education limited: New York. pgs. 277. 2. Danziger, S., Estevez, A.F., Mari-Beffa, P. (2002). Stroop interference effects in partially coloured Stroop words. Ingenta Connect. Psuchonomic bulletin and review. (9), (3), 536-541. 3. Derby, Cari. (2002). Importance of Memory Color. Stephen F. Austin State University: Texas. 4. Goldstein, B.E. (2002). “Sensation and Perception: 6th Edition.” Norton Anthologies: New York. 5. Kido, M. (2000). Bio-psychological Effects of Color. Journal of International Society of Life Info. Science. (18), (1), pgs. 254 – 262. 6. Squire, L.R., Ojemann, J.G., Miezin, F.M., Petersen, S.E., Videen, T.O., & Raichle, M.E. (1992) Activation of the hippocampus in normal humans: a functional anatomical study of memory. [Electronic version]. Proceedings of the national Academy of Sciences of the United States of America, 89, 1837-1841. 7. Tavassoli, Nader. (2001). Color Memory Evaluations for Alphabetic and Logographic Brand Names. Journal of Experimental Psychology: (7), (2), pgs. 104-111. Appendix 1 List 1: BANANA LEMON SUN ROSE LOVE APPLE SKY SEA HAPPY POPPY GRASS LEAF BLOOD COLD AZURE CARROT ORANGE CUCUMBER PUMPKIN AUTUMN List 2: BANANA LEMON SUN ROSE LOVE APPLE SKY SEA HAPPY POPPY GRASS LEAF BLOOD COLD AZURE CARROT ORANGE CUCUMBER PUMPKIN AUTUMN List 3: BANANA LEMON SUN ROSE LOVE APPLE SKY SEA HAPPY POPPY GRASS LEAF BLOOD COLD AZURE CARROT ORANGE CUCUMBER PUMPKIN AUTUMN Read More