Humphrey's 2006. Memory Analysis: Highlighting Vs. Writing

Abstract
The aim of this examination is to duplicate Humphrey's (2006) memory analysis titled Highlighting versus writing. The point of this examination is to test various systems for practice and find which one is the best to be utilized. The examination measures the impact of three techniques for retaining which is either writing or highlighting, which is the independent variable, on the quantity of words reviewed by the member, which is the dependent variable.
The experiment that was replicated was done on 18 participants (9 males, 9 females). Each participant was tested individually. 20 random words were given on a sheet of paper for each one, as the method was assigned for them randomly using a fair draw. After that they were asked to
Highlighting words), and the dependent variable is the amount of words recalled underneath each and every, which represents the procedure's end result on memory.
To insure the end result of the highest quality possible results, the 3 groups getting involved in the experiment consumed once to memorize the number of words, once to finish the distracter task, lastly to write down several possibly recalled words. The experiment was directed in the same room for all groups, plus they completed the main experiment consecutively to reduce time difference. Earlier to the experiment, each participant was a handed the brief form, instructing them of the subject of the analysis, their directly to extract at any time inside the experiment, along with their right of knowing the outcomes from the experiment after it was directed. Each participant was assigned various on the cover of his\her paper to insure secrecy; after the experiment, the details were kept carefully, without utilization of the internet involved in the experiment. Following the experiment, they were given a
An instructions and questioning structures was composed for the members. Additionally, 4 pens and a paper containing a list of 20 random words for the second and third groups (the highlighting and writing groups), and a 2-page set of instructed noting sheets.

Procedure:
20 members, 10 males and 10 females were randomly called to the school library to take a memory test. They were part into three groups as indicated by evaluation and gender; every group had 4 members of whom 2 were males and 2 were females, and every male-female pair was from an alternate evaluation (from ninth to tenth). The primary group entered a semi-separated room in the library and was given a set of papers with directions on them and was advised to take after the guidelines. They were timed and given 60 seconds for the first sheet, 120 seconds for the second and the third sheet. The same steps were taken after for the two different groups, yet also they were given a list of 20 random words and were asked to duplicatethem into 20 vacant spaces or highlight them on the 20-word list they have. The 20-statement list was taken from the members when they were finished with the first sheet (to verify they don't utilize it as a part of the last sheet). For all groups, the first sheet was the remembering sheet in which they needed to write, highlight, or memorize a list of words. The secondand third sheets