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Hypothesis: When considering scores on what level of emotional stimuli is…
Hypothesis: When considering scores on what level of emotional stimuli is provided with the words, group 3 will score, on average, higher than group 2 and group 1
Sample
Representativeness:
- Not representative of the greater population
- Only contained students from Glenunga International Highschool within a similar age group
Size:
- Contained 55 highschool students
- All participants were within the age range of 175-270 months
- All participants were undertaking a Stage 1 Psychology class at Glenunga International Highschool.
Strengths:
- Randomly allocated sample groups.
- Variance in features such as race and gender throughout the groups.
Limitations:
- The sample is too small to represent the general population, but also too small to represent the entirety of the student body either.
- Due to the sample only containing students from a specific class within a specific age group, these results are too discrete to represent other students.
- Due to the participants being from a psychology class, their previous knowledge and awareness on the investigation may lead to confirmation bias, giving results that they believe to be accurate.
Variables
Independent Variable: Amount of emotional description presented with the list of words to the participants
- Group 1 was given the list of words with no added description
- Group 2 was given the same list of words and a definition for each word
- Group 3 was given the same list of words with the same definitions, but also provided with an emotive description.
Controlled Variables:
- List of words: The words provided to be recalled were the same for every group
- Time given to listen to words: All groups were given 60 seconds to listen to the list of words
- Number of words: All groups were presented with 10 words
- Time given to recall words: All groups were given 60 seconds to recall the words
- The voice reciting the words: Factors such as accent, gender, stuttering can affect the delivery of a word, therefore affecting the ability to recall. This issue was avoided by using the same recording of the list being read for every group.
- The environment: Each group completed the experiment within the same classroom.
Strengths:
- The controlled variables assist the validity of the experiment, lowering the amount of factors that could affect the final results
- Overall, consistency in controlled variables is vital for a well planned experiment, especially to yield more accurate results.
Limitations:
- Each participant's memory capability and recall ability is different and difficult to accurately measure and account for. This could lead to the recall accuracy being slightly different for each participant
Extraneous Variables:
- Participants' familiarity with the theme (some may be more familiar with musical terms)
- Factors which may affect memory, such as the participants' emotional state, their recall ability, influence of caffeine or sugar, etc
Impact on Results:
- Familiarity with the words presented could simplify the recall process for some participants, meaning the independent variable would have less effect on the dependent variable.
- The participants' state could also have an effect on their recall ability, such as their emotional state throughout the experiment, or whether they had consumed any food prior to the experiment. The effect of certain foods on memory was not focused on in this experiment, so an assumption made is that these factors had no effect on the final results.
Dependent Variable:
- The number of words successfully recalled by the participants
Ethical Considerations:
Participants were given information on the experiment prior to their participation, and underage participants were required to have their guardians sign a consent form to allow them to participate. During the experiment, participants were given ID numbers to ensure anonymity throughout the experiment and in the final results.
Participants were allowed to withdraw from the experiment at any time if they decided to do so.
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