The Psychology of Learning Final Project

Assignment Brief

Final Project – Part 1: Take part in a simulated online experiment

To prepare for this assignment, you will be required to take part in an online experiment You are also encouraged to review the Final Project instructions starting this week and plan your time accordingly to complete the different components of the assignment.

Now, follow these instructions:

• Read an overview of the experiment under the ‘Description’ tab.
• After reading the experiment description, select the ‘Experiment’ tab for the ‘Learning and Memory’ experiment and select ‘Start’.
• Follow the instructions and then complete the 3 phases of the experiment.
• After the final trial, click on ‘Save data’
• Go to the ‘Data’ tab on the left-hand side of the page and select ‘Older Data’
• Then select ‘Learning and Memory’ in the scroll-down menu for ‘Experiment’
• Then select ‘University of Liverpool – LPSY310 (8254)’ and click on ‘Get report’.
• Save the Excel file in your computer.
• Open SPSS and import the Excel file. Save the file in your computer

Sample Answer

The Psychology of Learning: An Analysis of Learning and Memory Based on Experimental Data

Introduction

Understanding how people learn and remember information is a key part of cognitive psychology. This essay focuses on an online experimental simulation that investigated processes related to learning and memory. As part of the Psychology of Learning module, I participated in a "Learning and Memory" experiment designed to replicate the conditions under which we acquire, retain, and retrieve information. In this essay, I will explain the experiment`s structure, reflect on the results, and discuss how they relate to psychological theories of learning and memory.

The Learning and Memory Experiment: Overview

The experiment consisted of three phases. In the first phase, I was presented with a series of words, one at a time. These were to be memorised for later recall. The second phase was a short distraction or delay task, which prevented me from rehearsing the words mentally. In the third phase, I had to recall and list as many of the previously shown words as I could remember.

The experiment aimed to measure recall accuracy and explore how people forget or remember words based on their position in a sequence – a phenomenon known as the serial position effect. This effect is central to memory research, particularly Atkinson and Shiffrin’s multi-store model (1968), which divides memory into three stores: sensory, short-term, and long-term.

Understanding the Results

While the actual data from the experiment were saved in SPSS for future analysis, a clear pattern emerged. Like many others in the experiment, I was able to remember words that appeared at the beginning and the end of the list more easily than those in the middle. This supports the primacy effect and recency effect. The primacy effect occurs because the first few words are rehearsed more and likely to enter long-term memory. The recency effect occurs because the last few words are still fresh in short-term memory.

Words from the middle of the list were harder to recall, which is also consistent with the serial position curve often found in psychological research (Murdock, 1962). These findings give insight into how human memory works under experimental conditions and help support well-known psychological models.

Application of Learning Theories

The experiment also reflects elements of key learning theories. For example, Ebbinghaus’s forgetting curve (1885) explains how memory fades over time, especially when there is no active rehearsal. In our case, the distraction task during phase two was designed to create a delay that would reduce short-term memory and test long-term memory.

Another relevant theory is Craik and Lockhart’s levels of processing model (1972), which suggests that information is better remembered when processed deeply rather than shallowly. In the experiment, the lack of context or emotional engagement with the words meant that they were processed only at a basic level, which might explain why only a few were retained in memory.

Implications for Learning and Study Habits

These findings are not just relevant in experimental psychology but also in real life. For example, when studying for exams, students often remember the beginning and end of their notes better than the middle sections. To combat this, learning strategies such as chunking or spaced repetition can help improve retention of information that would otherwise be forgotten.

Also, the experiment shows the importance of rehearsal and meaningful learning. This supports the idea that students should try to connect new information to existing knowledge and personal experiences to enhance memory.

Continued...