‭1‬

‭LEVELS OF PROCESSING‬

‭Experimenter’s Name: Y.D Experiment Number: 4‬

‭Subject: S.R Date of Experiment: 18.10.23‬

‭INTRODUCTION‬
‭The levels of processing model (Craik & Lockhart, 1972) focuses on the depth of processing‬
‭involved in memory and predicts the deeper information is processed, the longer a memory‬
‭trace will last.‬
‭Craik‬‭defined‬‭depth‬‭as:‬‭"the‬‭meaningfulness‬‭extracted‬‭from‬‭the‬‭stimulus‬‭rather‬‭than‬‭in‬‭terms‬‭of‬
‭the number of analyses‬
‭performed upon it.”‬
‭Unlike‬ ‭the‬ ‭multi-store‬ ‭model,‬ ‭it‬ ‭is‬ ‭a‬‭non-structured‬‭approach.‬‭The‬‭basic‬‭idea‬‭is‬‭that‬‭memory‬‭is‬
‭just what happens as a result of processing information.‬
‭Memory is just a by-product of the depth of processing of information, and there is no clear‬
‭distinction between short-term and long-term memory.‬
‭Therefore, instead of concentrating on the stores/structures involved (i.e. short-term‬
‭memory & long-term memory), this theory concentrates on the processes involved in memory.‬

‭Shallow Processing -‬
‭This takes two forms:‬
‭1.‬ ‭Structural‬ ‭processing‬ ‭(appearance)‬ ‭is‬ ‭when‬ ‭we‬ ‭encode‬ ‭only‬ ‭the‬ ‭physical‬ ‭qualities‬ ‭of‬
‭something. E.g. the typeface of a word or how the letters look.‬
‭2.‬ ‭Phonemic‬ ‭processing‬ ‭–‬ ‭which‬ ‭is‬ ‭when‬ ‭we‬ ‭encode‬ ‭its‬ ‭sound.‬ ‭Shallow‬ ‭processing‬ ‭only‬
‭involves‬ ‭maintenance‬ ‭rehearsal‬ ‭(repetition‬ ‭to‬ ‭help‬ ‭us‬ ‭hold‬ ‭something‬ ‭in‬ ‭the‬ ‭STM)‬ ‭and‬
‭leads to fairly short-term retention of information.‬
‭This is the only type of rehearsal to take place within the multi-store model.‬

‭Deep Processing -‬
‭This takes two forms:‬
 ‭2‬

‭1.‬ ‭Semantic‬ ‭processing,‬ ‭happens‬ ‭when‬ ‭we‬ ‭encode‬ ‭the‬ ‭meaning‬ ‭of‬ ‭a‬ ‭word‬ ‭and‬ ‭relate‬ ‭it‬ ‭to‬
‭similar words with similar meanings.‬
‭2.‬ ‭Deep‬ ‭processing‬ ‭involves‬ ‭elaboration‬ ‭rehearsal‬ ‭which‬ ‭involves‬ ‭a‬ ‭more‬ ‭meaningful‬
‭analysis‬‭(e.g.‬‭images,‬‭thinking,‬‭associations‬‭etc.)‬‭of‬‭information‬‭and‬‭leads‬‭to‬‭better‬‭recall.‬
‭For example, giving words a meaning or linking them with previous knowledge.‬
‭Summary -‬
‭Levels‬ ‭of‬ ‭Processing:‬ ‭The‬ ‭idea‬ ‭that‬ ‭the‬ ‭way‬ ‭information‬ ‭is‬ ‭encoded‬ ‭affects‬ ‭how‬ ‭well‬ ‭it‬ ‭is‬
‭remembered. The deeper the level of processing, the easier the information is to recall.‬
‭This‬ ‭explanation‬ ‭of‬ ‭memory‬ ‭is‬ ‭useful‬ ‭in‬ ‭everyday‬ ‭life‬ ‭because‬ ‭it‬ ‭highlights‬‭the‬‭way‬‭in‬
‭which‬ ‭elaboration,‬ ‭which‬ ‭requires‬ ‭deeper‬ ‭processing‬ ‭of‬ ‭information,‬ ‭can‬ ‭aid‬ ‭memory.‬ ‭Three‬
‭examples of this are.‬
‭-‬ ‭Reworking:-‬ ‭Putting‬ ‭information‬ ‭in‬ ‭your‬ ‭own‬ ‭words‬ ‭or‬ ‭talking‬ ‭about‬ ‭it‬ ‭with‬ ‭someone‬
‭else.‬
‭-‬ ‭Method‬‭of‬‭Loci:-‬‭When‬‭trying‬‭to‬‭remember‬‭a‬‭list‬‭of‬‭items,‬‭link‬‭each‬‭with‬‭a‬‭familiar‬‭place‬
‭or route.‬
‭-‬ ‭Imagery:-‬‭By‬‭creating‬‭an‬‭image‬‭of‬‭something‬‭you‬‭want‬‭to‬‭remember,‬‭you‬‭elaborate‬‭on‬‭it‬
‭and encode it visually (i.e. a mind map).‬
‭The‬ ‭above‬ ‭examples‬ ‭could‬ ‭all‬ ‭be‬ ‭used‬ ‭to‬ ‭revise‬ ‭psychology‬ ‭using‬ ‭semantic‬ ‭processing‬
‭(e.g.‬‭explaining‬‭memory‬‭models‬‭to‬‭your‬‭mum,‬‭using‬‭mind‬‭maps‬‭etc.)‬‭and‬‭should‬‭result‬‭in‬‭deeper‬
‭processing through using elaboration rehearsal.‬

‭Critical Evaluation -‬
‭Strengths:-‬
‭The theory is an improvement on Atkinson & Shiffrin’s account of transfer from STM to LTM.‬
‭For‬‭example,‬‭elaboration‬‭rehearsal‬‭leads‬‭to‬‭the‬‭recall‬‭of‬‭information‬‭rather‬‭than‬‭just‬‭maintenance‬
‭rehearsal.‬
‭The‬‭levels‬‭of‬‭processing‬‭model‬‭changed‬‭the‬‭direction‬‭of‬‭memory‬‭research.‬‭It‬‭showed‬‭that‬
‭encoding‬ ‭was‬ ‭not‬ ‭a‬ ‭simple,‬ ‭straightforward‬ ‭process.‬ ‭This‬ ‭widened‬ ‭the‬ ‭focus‬ ‭from‬ ‭seeing‬
‭long-term memory as a simple storage unit to seeing it as a complex processing system.‬
‭Craik‬‭and‬‭Lockhart's‬‭ideas‬‭led‬‭to‬‭hundreds‬‭of‬‭experiments,‬‭most‬‭of‬‭which‬‭confirmed‬‭the‬
‭superiority‬ ‭of‬ ‭'deep'‬ ‭semantic‬ ‭processing‬ ‭for‬ ‭remembering‬ ‭information.‬ ‭It‬ ‭explains‬ ‭why‬ ‭we‬
‭remember some things much better and for much longer than others.‬
 ‭3‬

‭This‬ ‭explanation‬ ‭of‬ ‭memory‬ ‭is‬ ‭useful‬ ‭in‬ ‭everyday‬ ‭life‬ ‭because‬ ‭it‬ ‭highlights‬ ‭how‬
‭elaboration, which requires deeper processing of information, can aid memory.‬

‭Weakness:-‬
‭Despite‬ ‭these‬ ‭strengths,‬ ‭there‬ ‭are‬ ‭a‬ ‭number‬ ‭of‬ ‭criticisms‬ ‭of‬ ‭the‬ ‭levels‬ ‭of‬ ‭processing‬
‭theory:‬ ‭Despite‬ ‭these‬ ‭strengths,‬ ‭there‬ ‭are‬ ‭a‬ ‭number‬ ‭of‬ ‭criticisms‬ ‭of‬ ‭the‬ ‭levels‬ ‭of‬ ‭processing‬
‭theory:‬‭However,‬‭recent‬‭studies‬‭have‬‭clarified‬‭this‬‭point‬‭-‬‭it‬‭appears‬‭that‬‭deeper‬‭coding‬‭produces‬
‭better‬ ‭retention‬ ‭because‬ ‭it‬ ‭is‬ ‭more‬ ‭elaborate.‬ ‭Elaborative‬ ‭encoding‬ ‭enriches‬ ‭the‬ ‭memory‬
‭representation‬ ‭of‬ ‭an‬ ‭item‬ ‭by‬ ‭activating‬ ‭many‬ ‭aspects‬ ‭of‬ ‭its‬ ‭meaning‬ ‭and‬ ‭linking‬ ‭it‬ ‭to‬ ‭the‬
‭pre-existing network of semantic associations.‬
‭Later‬ ‭research‬ ‭indicated‬ ‭that‬ ‭processing‬ ‭is‬ ‭more‬ ‭complex‬ ‭and‬ ‭varied‬ ‭than‬ ‭the‬ ‭levels‬ ‭of‬
‭processing‬ ‭theory‬ ‭suggests.‬ ‭In‬ ‭other‬ ‭words,‬ ‭there‬ ‭is‬ ‭more‬ ‭to‬ ‭processing‬ ‭than‬ ‭depth‬ ‭and‬
‭elaboration.‬
‭For‬ ‭example,‬ ‭research‬ ‭by‬ ‭Bransford‬ ‭et‬ ‭al.‬ ‭(1979)‬ ‭indicated‬ ‭that‬ ‭a‬ ‭sentence‬ ‭such‬ ‭as,‬ ‭'A‬
‭mosquito‬ ‭is‬ ‭like‬ ‭a‬ ‭doctor‬ ‭because‬ ‭both‬ ‭draw‬ ‭blood'‬‭is‬‭more‬‭likely‬‭to‬‭be‬‭recalled‬‭than‬‭the‬‭more‬
‭elaborated‬‭sentence,‬‭'A‬‭mosquito‬‭is‬‭like‬‭a‬‭racoon‬‭because‬‭they‬‭both‬‭have‬‭head,‬‭legs‬‭and‬‭jaws'.‬‭It‬
‭appears‬‭that‬‭it‬‭is‬‭the‬‭distinctiveness‬‭of‬‭the‬‭first‬‭sentence‬‭which‬‭makes‬‭it‬‭easier‬‭to‬‭remember‬‭-‬‭it's‬
‭unusual to compare a doctor to a mosquito.‬
‭As‬ ‭a‬ ‭result,‬‭the‬‭sentence‬‭stands‬‭out‬‭and‬‭is‬‭more‬‭easily‬‭recalled.‬‭Another‬‭problem‬‭is‬‭that‬
‭participants‬ ‭typically‬ ‭spend‬ ‭a‬ ‭longer‬ ‭time‬ ‭processing‬ ‭the‬ ‭deeper‬ ‭or‬ ‭more‬ ‭difficult‬ ‭tasks.‬ ‭So,‬ ‭it‬
‭could‬ ‭be‬ ‭that‬ ‭the‬ ‭results‬ ‭are‬ ‭partly‬ ‭due‬ ‭to‬ ‭more‬ ‭time‬ ‭being‬ ‭spent‬ ‭on‬ ‭the‬ ‭material.‬ ‭The‬ ‭type‬‭of‬
‭processing,‬‭the‬‭amount‬‭of‬‭effort‬‭&‬‭the‬‭length‬‭of‬‭time‬‭spent‬‭on‬‭processing‬‭tend‬‭to‬‭be‬‭confounded.‬
‭Deeper‬ ‭processing‬ ‭goes‬ ‭with‬ ‭more‬ ‭effort‬‭and‬‭more‬‭time,‬‭so‬‭it‬‭is‬‭difficult‬‭to‬‭know‬‭which‬‭factor‬
‭influences the results.‬
‭The‬ ‭ideas‬ ‭of‬ ‭'depth'‬ ‭and‬ ‭'elaboration'‬ ‭are‬ ‭vague‬ ‭and‬ ‭ill-defined‬ ‭(Eysenck,‬ ‭1978).‬ ‭As‬ ‭a‬
‭result,‬‭they‬‭are‬‭difficult‬‭to‬‭measure.‬‭Indeed,‬‭there‬‭is‬‭no‬‭independent‬‭way‬‭of‬‭measuring‬‭the‬‭depth‬
‭of‬ ‭processing.‬ ‭This‬ ‭can‬ ‭lead‬ ‭to‬ ‭a‬ ‭circular‬ ‭argument‬ ‭-‬ ‭it‬ ‭is‬ ‭predicted‬ ‭that‬ ‭deeply‬ ‭processed‬
‭information‬ ‭will‬ ‭be‬ ‭remembered‬ ‭better,‬‭but‬‭the‬‭measure‬‭of‬‭depth‬‭of‬‭processing‬‭is‬‭how‬‭well‬‭the‬
‭information is remembered.‬
‭The‬ ‭levels‬ ‭of‬ ‭processing‬ ‭theory‬ ‭focuses‬ ‭on‬ ‭the‬ ‭processes‬ ‭involved‬‭in‬‭memory‬‭and‬‭thus‬
‭ignores‬‭the‬‭structures.‬‭There‬‭is‬‭evidence‬‭to‬‭support‬‭the‬‭idea‬‭of‬‭memory‬‭structures‬‭such‬‭as‬‭STM‬
 ‭4‬

‭and‬ ‭LTM‬ ‭as‬ ‭the‬ ‭Multi-Store‬ ‭Model‬ ‭proposed‬ ‭(e.g.‬ ‭H.M.,‬ ‭serial‬ ‭position‬ ‭effect‬ ‭etc).‬‭Therefore,‬
‭memory is more complex than described by the LOP theory.‬

‭METHODOLOGY‬
‭Aim:‬‭To‬‭demonstrate‬‭that‬‭the‬‭accuracy‬‭of‬‭recall‬‭differs‬‭based‬‭on‬‭the‬‭level‬‭at‬‭which‬‭information‬
‭was processed.‬

‭Problem:‬‭To study the effect of different levels of‬‭processing on recall of material.‬

‭Hypothesis:‬‭Recall is higher at the deeper level of‬‭processing.‬

‭Variables:‬
‭-‬ ‭I‬‭ndependent Variable:‬‭-‬‭The orientation task- two levels‬‭are surface level & deeper level.‬
‭-‬ ‭Dependent Variable:-‬‭Recall of words.‬
‭-‬ ‭Confounding Variable:-‬
‭1.‬ ‭Method of Presentation‬
‭2.‬ ‭Recency effect‬
‭3.‬ ‭Fatigue & Distraction‬
‭4.‬ ‭Time of Exposure‬

‭Design and Plan:‬

‭Within‬ ‭the‬ ‭subject‬ ‭design‬ ‭with‬ ‭randomized‬ ‭presentation‬ ‭of‬ ‭the‬ ‭series.‬ ‭The‬‭subject‬‭is‬‭presented‬
‭with‬ ‭two‬ ‭orienting‬ ‭tasks‬ ‭involving‬ ‭the‬ ‭subject‬ ‭to‬ ‭decide‬ ‭whether‬ ‭words‬ ‭presented‬ ‭on‬ ‭a‬ ‭set‬ ‭of‬
‭cards‬ ‭are‬ ‭in‬ ‭upper‬ ‭case‬ ‭and‬‭lower‬‭case.‬‭The‬‭second‬‭task‬‭involved‬‭the‬‭subject‬‭deciding‬‭whether‬
‭the‬‭words‬‭presented‬‭on‬‭a‬‭second‬‭set‬‭of‬‭cards‬‭fit‬‭into‬‭a‬‭sentence‬‭or‬‭not.‬‭After‬‭the‬‭orientating‬‭tasks,‬
‭a 5-minute pause is given and the subject is asked to recall all the words he/she saw.‬

‭Materials Required:‬
‭1.‬ ‭Two‬ ‭sets‬ ‭of‬ ‭cards‬ ‭-each‬ ‭with‬ ‭a‬ ‭stimulus‬‭word‬‭on‬‭one‬‭side‬‭and‬‭the‬‭orienting‬‭task‬‭on‬‭the‬
‭other.‬‭The‬‭first‬‭set‬‭of‬‭stimulus‬‭words‬‭is‬‭printed‬‭in‬‭“upper/lower‬‭case”‬‭,‬‭which‬‭may‬‭or‬‭may‬
‭not‬‭correspond‬‭to‬‭the‬‭actual‬‭printing‬‭of‬‭the‬‭stimulus‬‭word.‬‭The‬‭second‬‭set‬‭of‬‭cards‬‭has‬‭a‬
‭sentence‬‭with‬‭a‬‭blank‬‭space‬‭on‬‭one‬‭side‬‭and‬‭the‬‭stimulus‬‭word‬‭on‬‭the‬‭other.‬‭The‬‭stimulus‬
‭word may or may not complete the sentence on the other.‬
‭2.‬ ‭Four example cards‬
 ‭5‬

‭3.‬ ‭List of stimulus words for verification (key)‬

‭4.‬ ‭Stop Clock‬
‭5.‬ ‭Writing materials‬
‭6.‬ ‭Wooden screen‬

‭Precautions:‬
‭1.‬ ‭In each series, the cards are re-shuffled to ensure random presentation.‬
‭2.‬ ‭Each‬‭word‬‭is‬‭exposed‬‭for‬‭the‬‭same‬‭amount‬‭of‬‭time‬‭(six‬‭seconds‬‭for‬‭the‬‭stimulus‬‭word‬‭and‬
‭three seconds for the orienting task).‬
‭3.‬ ‭The series are randomly presented for each subject‬
‭4.‬ ‭A‬‭rest‬‭pause‬‭of‬‭five‬‭minutes‬‭is‬‭given‬‭after‬‭the‬‭two‬‭orienting‬‭tasks‬‭and‬‭before‬‭the‬‭recall‬‭to‬
‭avoid the recency effect.‬
‭5.‬ ‭A‬ ‭rest‬‭pause‬‭of‬‭one‬‭minute‬‭is‬‭given‬‭between‬‭each‬‭series‬‭and‬‭a‬‭five-minute‬‭pause‬‭before‬
‭recall to combat fatigue.‬
‭6.‬ ‭Distraction of any nature is kept to a minimum level.‬
‭7.‬ ‭The subject should be unaware that a recall task will follow the orienting task.‬
‭8.‬ ‭The subject should be unaware that a recall task will follow the orienting task.‬
‭9.‬ ‭Instructions and examples should be clear.‬
‭10.‬‭The‬ ‭experimenter‬ ‭must‬ ‭pretend‬ ‭to‬ ‭note‬ ‭down‬ ‭the‬ ‭responses‬ ‭for‬ ‭each‬ ‭orienting‬ ‭task‬ ‭to‬
‭avoid cueing the subjects.‬

‭Procedure:‬
‭The‬ ‭subject‬ ‭is‬ ‭seated‬ ‭comfortably‬ ‭in‬ ‭a‬ ‭quiet‬ ‭room‬ ‭at‬‭a‬‭table‬‭of‬‭comfortable/‬‭suitable‬‭height.‬‭A‬
‭screen,‬‭to‬‭avoid‬‭pre-exposure‬‭of‬‭the‬‭cards,‬‭is‬‭used.‬‭Rapport‬‭is‬‭built‬‭with‬‭the‬‭subject‬‭to‬‭put‬‭him/‬
‭he‬ ‭at‬ ‭ease.‬ ‭The‬ ‭subject‬ ‭is‬ ‭given‬ ‭the‬ ‭data‬ ‭sheet‬ ‭and‬ ‭is‬ ‭requested‬ ‭to‬ ‭fill‬ ‭in‬ ‭the‬ ‭background‬
‭information. The experiment enters notes of the date and time of experimentation.‬

‭Surface Level (Physical Processing) –‬

‭The‬‭experimenter‬‭selects‬‭the‬‭cards‬‭with‬‭“‬‭upper‬‭case”‬‭and‬‭“‬‭lower‬‭case”‬‭printed‬‭on‬‭them.‬‭He/she‬
‭instructs‬ ‭the‬ ‭subject‬ ‭that‬‭he/she‬‭has‬‭decided‬‭whether‬‭the‬‭stimulus‬‭word‬‭is‬‭in‬‭“upper‬‭case”‬‭or‬‭in‬
‭“lower‬ ‭case”.‬ ‭the‬ ‭experimenter‬ ‭shuffles‬ ‭the‬ ‭cards‬‭thoroughly‬‭and‬‭presents‬‭them‬‭using‬‭the‬‭flash‬
‭card‬ ‭technique.‬ ‭Each‬ ‭card‬ ‭is‬ ‭presented‬ ‭with‬ ‭the‬ ‭orienting‬ ‭task‬‭first‬‭for‬‭three‬‭seconds‬‭or‬‭till‬‭the‬
 ‭6‬

‭response‬ ‭is‬ ‭obtained,‬ ‭whichever‬ ‭comes‬ ‭earlier.‬ ‭After‬ ‭all‬ ‭the‬ ‭cards‬ ‭are‬ ‭exposed,‬ ‭the‬ ‭subject‬ ‭is‬
‭given a rest pause of one in and the experimenter proceeds to the next series.‬

‭Deep Level (Semantic Processing)‬‭–‬

‭The‬ ‭experimenter‬ ‭selects‬ ‭the‬ ‭cards‬ ‭with‬ ‭sentences‬ ‭and‬ ‭instructs‬ ‭the‬ ‭subject‬ ‭that‬ ‭he/she‬ ‭has‬ ‭to‬
‭decide‬‭whether‬‭the‬‭stimulus‬‭words‬‭fill‬‭the‬‭blank‬‭in‬‭orienting‬‭tasks‬‭for‬‭3‬‭seconds‬‭or‬‭till‬‭a‬‭response‬
‭is‬‭obtained‬‭After‬‭all‬‭the‬‭cards‬‭are‬‭exposed‬‭to‬‭the‬‭subject,‬‭he/she‬‭is‬‭asked‬‭to‬‭recall‬‭all‬‭the‬‭stimulus‬
‭words and write them down.‬

‭Instructions:‬
‭Surface Level (Physical Processing) –‬
‭“You‬‭will‬‭be‬‭shown‬‭a‬‭set‬‭of‬‭cards‬‭one‬‭at‬‭a‬‭time.‬‭In‬‭this‬‭set,‬‭each‬‭card‬‭will‬‭have‬‭either‬‭the‬‭word‬‭“‬
‭Upper‬‭case”‬‭or‬‭“‬‭Lower‬‭case”‬‭written‬‭on‬‭it.‬‭Behind‬‭each‬‭word‬‭will‬‭be‬‭another‬‭word‬‭which‬‭is‬‭the‬
‭stimulus‬ ‭word.‬ ‭You‬ ‭have‬ ‭to‬ ‭decide‬ ‭whether‬ ‭the‬ ‭stimulus‬ ‭word‬ ‭is‬ ‭in‬ ‭the‬ ‭case‬ ‭that‬ ‭matches‬ ‭the‬
‭orienting task or not.‬
‭For‬‭example,‬‭the‬‭first‬‭may‬‭have‬‭the‬‭“‬‭upper‬‭case‬‭and‬‭the‬‭stimulus‬‭word‬‭may‬‭be‬‭printed‬‭in‬‭“‬‭lower‬
‭case”, Here your response should be “ NO”‬
‭The‬‭second‬‭card‬‭may‬‭also‬‭have‬‭upper‬‭case‬‭and‬‭the‬‭stimulus‬‭word‬‭may‬‭be‬‭printed‬‭in‬‭upper‬‭case.‬
‭In‬‭this‬‭case,‬‭your‬‭response‬‭should‬‭be‬‭“‬‭yes”‬‭ad‬‭so‬‭on.‬‭Have‬‭you‬‭understood‬‭the‬‭task?‬‭(Clarify‬‭any‬
‭doubts at this stage), can we begin now?‬

‭Deep Level (Semantic Processing) –‬

‭You‬‭will‬‭be‬‭shown‬‭a‬‭set‬‭of‬‭cards‬‭one‬‭at‬‭a‬‭time.‬‭In‬‭this‬‭set,‬‭each‬‭card‬‭will‬‭have‬‭a‬‭sentence‬‭with‬‭a‬
‭blank similar to a fill-in-the-blanks.‬
‭On‬‭the‬‭blank‬‭of‬‭the‬‭card,‬‭the‬‭stimulus‬‭word‬‭that‬‭may‬‭or‬‭may‬‭not‬‭actually‬‭fill‬‭the‬‭blanks‬‭is‬‭given.‬
‭You decide whether the stimulus word fills the blank in the first sentence or not.‬
‭For‬‭example,‬‭the‬‭first‬‭card‬‭may‬‭have‬‭the‬‭sentence,‬‭“‬‭roses‬‭are‬‭__________‬‭in‬‭colour”;‬‭on‬‭it‬‭and‬
‭the stimulus word may be “ new”. Here your response should be “No”‬
‭The‬ ‭second‬ ‭card‬ ‭may‬ ‭have,‬ ‭“‬ ‭A‬ ‭__________‬ ‭is‬ ‭a‬ ‭man's‬ ‭best‬ ‭friend”.‬ ‭On‬ ‭the‬ ‭one‬ ‭side‬‭and‬‭the‬
‭stimulus word may be “Dog”. In those cases, your response should be “ yes” and so on.‬
 ‭7‬

‭Recall Task:‬
‭After‬‭the‬‭second‬‭series,‬‭the‬‭subject‬‭is‬‭given‬‭a‬‭5-minute‬‭rest‬‭pause‬‭and‬‭then‬‭given‬‭the‬‭instructions‬
‭for the recall task which is:‬
‭“ Please try to recall all the stimulus words from all the series in any order”.‬

‭Recording of Data:‬
‭The number of stimulus words recalled in each series is noted down.‬

‭Analysis of the Data:‬

‭1.‬ ‭The number of words correctly recalled by the subject in each series is calculated.‬
‭2.‬ ‭A‬ ‭bar‬ ‭graph‬ ‭is‬ ‭drawn‬ ‭showing‬ ‭the‬ ‭number‬ ‭of‬ ‭words‬ ‭correctly‬ ‭recalled‬ ‭to‬ ‭each‬‭level‬‭of‬
‭processing.‬
‭3.‬ ‭The average number of words correctly recalled in each series by the group is calculated.‬
‭4.‬ ‭A‬ ‭bar‬ ‭graph‬ ‭is‬ ‭drawn‬ ‭showing‬ ‭the‬ ‭average‬ ‭number‬ ‭of‬ ‭words‬ ‭correctly‬ ‭recalled‬ ‭by‬ ‭the‬
‭group for each level of processing.‬

‭Table 1:‬

‭Number of Words correctly recalled by the Subject in Different Levels of Processing.‬

‭Physical Level‬ ‭Deep Level‬

‭Sl. No‬ ‭Name‬ ‭Difference‬
‭(Surface Level)‬ ‭(Semantic Level)‬

‭1‬ ‭S.R‬ ‭7‬ ‭8‬ ‭1‬

‭Table 2:‬

‭Showing the Number of Words Correctly Recalled by the Group.‬

‭Physical Level‬ ‭Deep Level‬

‭Sl. No‬ ‭Name‬ ‭Difference‬
‭(Surface Level)‬ ‭(Semantic Level)‬

‭1‬ ‭Y.D‬ ‭15‬ ‭13‬ ‭2‬

‭2‬ ‭A.C‬ ‭6‬ ‭6‬ ‭0‬

 ‭8‬

‭3‬ ‭C.H‬ ‭8‬ ‭12‬ ‭4‬

‭4‬ ‭A.G‬ ‭6‬ ‭10‬ ‭4‬

‭5‬ ‭D.M‬ ‭13‬ ‭10‬ ‭3‬

‭6‬ ‭M.R.M‬ ‭12‬ ‭10‬ ‭2‬

‭7‬ ‭V.N‬ ‭14‬ ‭7‬ ‭7‬

‭8‬ ‭S.K.B‬ ‭10‬ ‭6‬ ‭4‬

‭9‬ ‭A.M‬ ‭8‬ ‭12‬ ‭4‬

‭10‬ ‭B.R.C‬ ‭10‬ ‭17‬ ‭7‬

‭Total‬ ‭102‬ ‭103‬ ‭1‬

‭Mean‬ ‭10.2‬ ‭10.3‬ ‭0.1‬

‭Graph - 1:‬

‭A‬ ‭graph‬‭representing‬‭the‬‭Number‬‭of‬‭Words‬‭correctly‬‭recalled‬‭by‬‭the‬‭Subject‬‭in‬‭Different‬‭Levels‬
‭of Processing‬
 ‭9‬

‭Graph - 2:‬

‭A‬‭graph‬‭representing‬‭the‬‭Number‬‭of‬‭Words‬‭correctly‬‭recalled‬‭by‬‭the‬‭Group‬‭in‬‭Different‬‭Levels‬‭of‬
‭Processing‬

‭Individual Discussion:‬
‭The‬‭aim‬‭of‬‭the‬‭experiment‬‭is‬‭to‬‭study‬‭the‬‭effect‬‭of‬‭different‬‭levels‬‭of‬‭processing‬‭on‬‭the‬‭recall‬‭of‬
‭the‬ ‭material.‬ ‭The‬ ‭experiment‬ ‭was‬ ‭conducted‬ ‭on‬ ‭subject‬ ‭S.R.‬ ‭doing‬ ‭her‬ ‭undergraduate‬ ‭in‬
‭Psychology, in Christ (Deemed-to-be-University).‬
‭Table‬ ‭1‬ ‭shows,‬ ‭the‬ ‭number‬ ‭of‬ ‭words‬ ‭recalled‬ ‭at‬ ‭physical‬ ‭and‬ ‭semantic‬ ‭levels‬ ‭by‬ ‭the‬
‭subject.‬ ‭The‬ ‭number‬ ‭of‬ ‭words‬ ‭recalled‬‭by‬‭the‬‭subject‬‭at‬‭the‬‭physical‬‭level‬‭is‬‭7‬‭and‬‭in‬‭semantic‬
‭level is‬‭8‬‭and the difference is‬‭1‬‭.‬
‭Thus‬ ‭the‬‭subject‬‭confirms‬‭the‬‭hypothesis‬‭as‬‭the‬‭recall‬‭is‬‭higher‬‭in‬‭semantic/deeper‬‭level‬
‭of processing.‬

‭Group Discussion:‬
‭The‬ ‭experiment‬ ‭was‬ ‭conducted‬ ‭on‬ ‭a‬ ‭heterogeneous‬ ‭group,‬‭aged‬‭between‬‭17‬‭to‬‭19‬‭years,‬‭doing‬
‭their undergraduate studies in Christ (Deemed-to-be-University).‬
 ‭10‬

‭Table‬‭-‬‭2‬‭shows,‬‭the‬‭number‬‭of‬‭words‬‭recalled‬‭at‬‭physical‬‭and‬‭semantic‬‭levels‬‭by‬‭the‬‭group.‬‭The‬
‭number‬‭of‬‭words‬‭recalled‬‭by‬‭the‬‭group‬‭under‬‭the‬‭physical‬‭level‬‭is‬‭102‬‭and‬‭the‬‭mean‬‭is‬‭10.2‬‭and‬
‭in the semantic level‬‭103‬‭and the mean is‬‭10.3‬‭and‬‭the difference is‬‭1‬‭with of mean of‬‭0.1‬‭.‬
‭Thus,‬ ‭the‬ ‭group‬ ‭also‬ ‭confirms‬ ‭the‬ ‭hypothesis,‬ ‭as‬ ‭the‬ ‭recall‬ ‭is‬ ‭higher‬ ‭in‬ ‭the‬ ‭semantic‬ ‭level‬ ‭of‬
‭processing.‬

‭Conclusion:‬
‭1.‬ ‭The‬ ‭subject‬ ‭results‬ ‭prove‬ ‭the‬ ‭hypothesis‬ ‭which‬ ‭says‬ ‭that‬ ‭the‬ ‭recall‬ ‭is‬ ‭higher‬ ‭in‬ ‭the‬
‭semantic level of processing.‬
‭2.‬ ‭The‬‭group‬‭results‬‭prove‬‭the‬‭hypothesis‬‭which‬‭says‬‭that‬‭the‬‭recall‬‭is‬‭higher‬‭in‬‭the‬‭semantic‬
‭level of processing.‬
‭3.‬ ‭Individual difference exists.‬
 ‭11‬

‭REFERENCES‬

‭Craik,‬ ‭F.‬ ‭I.‬ ‭M.,‬ ‭&‬ ‭Lockhart,‬ ‭R.‬ ‭S.‬ ‭(1972).‬ ‭Levels‬ ‭of‬ ‭processing:‬ ‭A‬ ‭framework‬ ‭for‬ ‭memory‬
‭research.‬ ‭Journal‬ ‭of‬ ‭Verbal‬ ‭Learning‬ ‭and‬ ‭Verbal‬ ‭Behavior‬‭,‬ ‭11‬‭(6),‬ ‭671–684.‬
‭https://doi.org/10.1016/s0022-5371(72)80001-x‬