1. Series Recognition Karla Roberts Amanda Ernstberger Rachel Yates Hanover College

2. Previous Research Miller (1994) –Five different stimuli Binary digits Decimal digits Letters Letters plus decimal digits Monosyllabic words Cognitive Psychology Class –Memory Span

4. Previous Research Short words vs. long words –Short words- less time to recite –Long words- longer to recite (Page, 1998)

5. Our Study Hypotheses –Participants will be able to recognize more 2- digit numbers than 4-digit numbers. –Participants will recognize more long words than long numbers. –Participants will remember more short words than long words.

6. Participants 22 participants 6 males and 16 females 100% Caucasian Small Midwestern liberal arts college 4 Freshmen, 7 Sophomores, 9 Juniors, 2 Seniors

7. Methods List of 100 short words and 100 long words Within Subjects Design Computer lab 4 conditions -Short Words -bed, bee, cake, boy -Long Words -computer, bicycle, journal, printer -2 Digit Numbers -4 Digit Numbers 5 Trials in each condition

8. Methods Demographics -Age -Gender -Ethnicity -Class Year

9. Results Statistical Analyses Used -Two-way repeated measures ANOVA -T-Tests -Words ( t(21) = -4.39, p < 0.01.) -Digits ( t(21) = 7.34, p < 0.01.) Significant Main Effects -Length - F(1,21) = 11.14, p < 0.01. - Type of stimuli - F(1,21) = 671.01, p < 0.01. Interaction -F(1,21) = 68.06, p < 0.01.

10. Effect of Stimulus Length and Type on Recognition p <.01

11. Discussion Hypothesis partially supported –Participants did recognize more 2-digit numbers than 4-digit numbers. –Participants recognized more long words than 4-digit numbers. –Participants recognized more long words than short words.

12. Discussion College students –Accustomed to reading on a regular basis Mnemonics Chunking –Experience and familiarity