2. Introduction
Amanda
Problem:Does perceived stress impact
memory span?
Noah
Problem: Does memory span correlate with
intelligence levels measured through GPA?
Paulo
Problem:
Does proactive interference impact
memory pan?
3. Amanda
Problem:
Does perceived stress impact memory span?
Purpose:
To measure memory span and perceived stress
and identify if perceived stress assessment scores
are related to memory span performance.
Hypothesis:
It was hypothesized that individuals with high
stress levels, as defined by the Perceived Stress
Assessment, will demonstrate less memory span
ability as opposed to individuals with low stress
levels.
4. Noah
Problem:
Does memory span correlate with intelligence
levels measured through GPA?
Purpose:
Tomeasure memory span on lists with
numbers and letters that sound different and
to identify if GPA levels have an effect on
memory span.
5. Noah
Hypothesis:
Students with higher GPA’s would perform better on
the memory span test in both numbers and letters that
sound different in contrast to students with lower
GPA’s
Literature:
Intelligence has an effect on memory and verbal
span tasks.
Learning disorders can effect memory span tasks.
Did not find evidence that GPA has a direct effect.
Age differences impact memory span.
6. Paulo
Problem:
Doesproactive interference affect memory
span ?
Purpose:
To measure memory span on lists with short
words and long words and to identify if
proactive interference will have an effect on
memory span.
7. Paulo
Hypothesis: The group with proactive
interference would perform poorly in
comparison to the opposing group.
Literature:
Proactive Interference affects memory
span.
Age difference impacts the role of PI on
memory span.
Proactive Interference Creates False
memories.
8. Method – Materials-
MicrosoftXP based personal computer
Memory span test software
Mouse, keyboard
Perceived Stress Assessment (PSA)
Short demographics questionnaire
Consent form
Proactive Interference Word List
9. Method -Procedure-
Signed consent form
Completed demographics questionnaire
Completed PSA
Proactive Interference
2 groups of 10 participants
Started Memory Span Test
25 trials (up to 9 items, 1 sec intervals)
Numbers, letters that sound similar, letters that
sound different, short words, long words
10. Amanda - Results -
Bivariate Correlations
The participants each received an average memory
span capability score taken from their performance
on the memory span test in categories including
numbers, letters that sound similar, letters that sound
different, short words, long words.
That average memory span capability, paired with
their perceived stress assessment score was used to
determine whether a correlation existed.
The correlation between Perceived Stress
Assessment scores (M=21.35, SD=7.82220) and
average memory span score (M=5.22, SD=.49375)
was significant at the .05 level (r = -.463, p = 0.04).
11. Noah – Results -
Independent-sample T-test
Low GPA group (≤ 3.19)
High GPA group (≥ 3.20)
Mean memory span for numbers list high
GPA group (M= 6.8, SD= .63) did not differ
significantly from the low GPA group (M =
6.6, SD = 1.26), t(18) = -.447, p = .66
12. Noah – Results -
Mean memory span for the letters that
sound different list for high GPA group (M
= 5.4, SD = .84) did not differ significantly
from the low GPA group (M = 5.8, SD =
1.03), t(18) = .849, p = .355
Mean GPA scores for high and low groups
was 3.45 and 2.91 respectively
Only difference of .54
13. Paulo – Results -
Independent Sample T- test
Mean List Length
Non-Proactive Interference Group
ShortWords : 4.00 (SD=1.06)
Long Words : 4.00 (SD=1.06)
Proactive Interference Group
ShortWords : 5.75 (SD=1.03)
Long Words : 4.25 (SD=1.48)
Significance
Short Words : t(14)= 3.26, p=.506
Long Words : t(14)=.386, p=0.298
14. Conclusion
Perceived stress was significantly
correlated to memory span performance.
GPA level did not show a significant effect
on memory span performance.
Proactive Interference did not impact
memory span.
15. Discussion
Perceived Stress:
Limitations:
Individual differences
Are there other performance decrements
associated with high stress?
GPA:
Lackof variation in high and low GPA scores.
GPA may not be a direct indicator of intelligence.
Proactive Interference:
Proactive Interference method may not be valid.
Individual participant may have unique form of
studying
Participant may have not placed proper effort.
16. Application of Results
Perceived Stress:
It
is important to decrease stress in order to
maintain memory span ability.
GPA:
Intelligence
measured through different
means (IQ) may show a significant effect on
memory span performance although GPA did
not.
Interference:
A different method of proactive interference
may show a greater impact on memory
performance.
