Levels of Processing Demonstration Langston, Cognitive Psychology

Instructions You are going to see a list of words. Each word will have a task with it. Write the answer to the task. Pay attention to the words and try to remember as many as you can. When the instruction to recall appears, write down all of the words you can.

BUS Categorize

CHAIR Categorize

ICE Count e’s

RAT Rhymes with fist?

SHOE Rhymes with fluff?

PEACH Count e’s

MAIL Count e’s

LEAF Count e’s

TAPE Rhymes with sponge?

DOG Categorize

GLASS Categorize

STRING Rhymes with fling?

YARN Rhymes with barn?

RICE Rhymes with dice?

CLOCK Categorize

MAT Count e’s

PHONE Count e’s

FIRE Categorize

***RECALL THE LIST***

Data Analysis Hold those results for a minute, let’s do another one.

Instructions You are going to hear a list of words. Each word will have a task on screen. Write the answer to the task. Pay attention to the words and try to remember as many as you can. When the instruction to recall appears, write down all of the words you can.

- Categorize

-- Categorize

- Count e’s

-- Rhymes with most?

- Rhymes with maple?

-- Count e’s

- Count e’s

-- Count e’s

- Rhymes with hat?

-- Categorize

- Categorize

-- Rhymes with helmet?

- Rhymes with talk?

-- Rhymes with fellow?

- Categorize

-- Count e’s

- Count e’s

-- Categorize

***RECALL THE LIST***

Data Analysis For each list, count the number of words recalled starting with the letters: A-H I-P Q-Z

Data Analysis Let’s get some data: A-H (categorize) I-P (count e’s) Q-Z (rhymes with) List 1 List 2

Data Analysis What we should see is that the “count e’s” and “rhymes with” tasks change places. For visual presentation, rhyming was harder. For verbal presentation, counting e’s was harder.

End Levels of Processing Demonstration