final paper short-term memory - anne bosman kelly guo

8/13/2019 Final Paper Short-Term Memory - Anne Bosman Kelly Guo

http://slidepdf.com/reader/full/final-paper-short-term-memory-anne-bosman-kelly-guo 1/39

The

short-term

memory Exploring the link between the age of people and the functioning of their

short-term memory



The short-term memory

Exploring the link between the age of people and the functioning of theirshort-term memory



The short-term memory

Anne Bosman

Kelly Guo

Supervisor: G.J Muhlenbaumer (Biology)

Date of submission: December, 12, 2013



Preface

We would like to thank G.J Mulhenbaumer, our supervisor, who has given us the proper instructions

and aid to help us finish this paper successfully. Mrs de Goey, who has supported us and was of

assistance whenever she could be. Jasper Kousen, thank you for helping us out with any technicaldifficulties. And last but not least, we are incredibly thankful for everyone who has taken part in our

research, especially Helen de Vries and her father Hugo de Vries.

Thank you.

Anne Bosman & Kelly Guo



Index

Introduction p. 6

TheoryAnatomy of the brain (short-term memory) p. 7

What is the short-term memory p. 8 - 9

Link between IQ and short-term memory p. 10

Aging influencing short-term memory p. 11

Conditions and diseases influencing short-term memory p. 12 - 13

External factors influencing short-term memory p. 14 - 15

Relation of vision and sound with the short-term memory p. 16 - 17

List of equipment and MethodList of equipment p. 18 - 19

Method p. 20

Results

Group 1: children between the age of 11-13 p. 21

Group 2: teenagers between the age of 16-18 p. 22

Group 3: young adults between the age of 20-30 p. 23

Group 4: adults between the age of 37-60 p. 24

Group 5: elderly aged 65 or older p. 25Results groups combined p. 26 - 27

Average scores per group p. 28

Conclusion p. 29 - 30

Discussion p. 31

Evaluation p. 32

Summary p. 33

Source list p. 34 – 35

Personal log p. 36 - 39



6

Introduction

Imagine you get a call and the person on the phone asks you to remember a telephone number.

While you’re looking for pen and paper you’re trying to memorize the phone number in different

ways. But as soon as you have written down the number, it is erased from your memory. This is aclassic example of the usage of the short-term memory. However the short-term memory is not only

used for remembering numbers, take for example memorizing your French vocabulary which you will

most likely forget once you have been examined.

After plentiful brainstorming, creating diverse mind maps and our dedicated interest in the subject

Biology, we have chosen the short-term memory as the topic of our final paper. We decided on this

topic as it became clear that we could link the short-term memory to a large and interesting

practicum. In this practical work we created five different age groups.

Group 1: children between the age of 11-13 Group 2: teenagers between the age of 16-18

Group 3: young adults between the age of 20-30

Group 4: adults between the age of 37-60

Group 5: elderly aged 65 or older

These groups are going to be exposed to either a text or an audio clip. Both fragments contain the

same narrative which enables both audiences to memorize the same information given through the

text or audio clip. Afterwards the audience has to answer several question from which it becomes

clear how much information is stored by the short-term memory. Using the experimental data

resulted from this practical work and the sub questions: (1) what is the relationship between seeing

information and the short-term memory in different age groups and (2) what is the relationship

between hearing information and the short-term memory in different age groups, this final paper

intends to answer the frequently asked question: what is the link between the age of people and the

functioning of their short-term memory?

Our hypothesizes on the sub questions are: (1) when people are confronted with visual information,

they are more capable of storing this in their short-term memory however, (2) when people are

confronted with auditory information, they are not able to store as much of the information in their

short-term memory. These two hypothesizes combined will bring about the hypothesis to our main

question, which is: when people get older the functioning of their short-term memory will impair .



7

Anatomy of the brain (location short-term memory)

Figure 1 - The four lobes of the cerebral cortex. The brains can be divided into three parts: the cerebrum, the cerebellum and the brainstem (see

figure 1).[1]

The cerebrum is covered by a thick layer of neural tissue that is called the cerebral cortex.

The cerebral cortex plays a key role in memory. It can be divided by grooves into several parts called

the frontal lobe, parietal lobe, temporal lobe, and occipital lobe. Within the temporal lobe the limbic

system, which is the region of the brain in which subcortical structures meet the cerebral cortex, is

located (see figure 2).[2]

Together with the Etorhinal cortex, which is one of these subcortical

structures forming the main interface between the hippocampus and the cerebral cortex, the

hippocampus forms and stores a large part of the memory.[3]

Figure 2 – The limbic system and the hippocampus.

The memory can be divided into the long-term memory, the sensory memory and the short-term

memory. The short-term memory is the capacity for holding a small amount of information in mind in

an active, readily available state for a short period of time.[4]



8

What is the short-term memory?

The short-term memory itself is a component of a larger and more complex framework of processes

and structures called the working memory. Most psychologists consider short-term memory to be

important in much cognition, playing a key role in the working memory, a system that holds on theinformation needed for comprehension and problem solving.

[2] The short term-memory is related to

two other stores, one being the sensory memory and the other which is defined as the long-term

memory (figure 3). We can compare the short-term memory store to the post-it note of the brain on

which pointers or keywords are scribbled down, such as words or numbers, which the brain is able to

assemble into a larger piece of information.

Figure 3 - In 1968 Atkinson and Shiffrin proposed a model of memory called The Multi Store Memory which

consist of three seperate key components: the sensory memory the short-term memory (STM) and the long-

term memory (LTM).[1]

But before any information enters the short-term memory, environmental input is taken in and

communicated by various sensory neurons which are associated with different senses. This

information enters three different levels of memory, starting with our sensory memory.[2]

The

sensory memory is the shortest-term memory and decays very quickly. It has the ability to hold

information very temporarily, for about 200 to 500 milliseconds. Processing this information to

reach our short-term memory begins with attention, which will selectively allow the brain to focus on

specific parts of the input. 99% of the input is lost by this process.[3]

Once the information is transmitted and enters the short-term memory, the hippocampus is

activated. This enables the associative information to be stored in an immediately-available andactive state. The short-term memory has a limited duration of 20 to 30 seconds, according to the

Peterson and Peterson procedure (1959)[4]

and in rare cases up to a minute. After this period of time

the information that has entered the short-term memory decays or is displaced by new information

when it is no longer attended to or actively rehearsed. The capacity of the short-term memory is

limited as well as, according to the famous studies of Miller (1956) and Jacobs (1887)[5]

, the short-

term memory is able to hold seven, plus or minus two, separate digits or units at the same time.

However, when the information stored in the short-term memory is rehearsed, the role of

hippocampus for temporary memories slowly disappears, and more permanent memories gradually

develops resulting the information to pass on to the long-term memory store. [6] The hippocampus



9

receives information from a great number of brain regions, which are mostly located in the

neocortex, a tissue that works as a blanket in the brain and surrounds other brain structures.[7]

The

hippocampus ties information from these different brain regions together in order to form new

permanent memories. In this process cells known as CA1 pyramidal cells, because of their triangular

shape, help the hippocampus in communication with the other brain areas.[8]

But although rehearsal

of the information influences the transfer of this to the long-term memory, other factors such as the

depth of processing, motivation and arousal also play an important role.[9]



10

The link between IQ and short-term memory

Psychologist Raymond Cattle proposed the concept fluid intelligence ( abbreviated Gf), or also known

as fluid reasoning. Gf is the capacity of a person to solve difficulties in strikingly new situations, which

are independent on knowledge that is acquired in the past.[1]

It should definitely not be confusedwith crystallized intelligence which, contrary to fluid intelligence, relies on past experiences and

formerly obtained data. Fluid intelligence is necessary for abstract problem solving such as the

solving of mathematical and scientific equations and recognizing patterns. There are several

measures which allows us to asses fluid intelligence. Commonly known is the Cattell Culture Fair IQ

test and the Raven Progressive Matrices (RPM)[1]

. The higher the scores of a person passing the test,

the more capacity for logical thinking the person possesses.

The fact that there is a strong link between the short-term memory capacity and fluid intelligence is

proven in by several studies in the recent years, such as Conway, Cowan, Bunting, Therriault, &

Minkoff, 2002; Ackerman, Beier, & Boyle, 2005; Unsworth, Redick,Heitz, Broadway, & Engle, 2009.[2]

In particular, these studies have shown that the greater the number of remembered units stored in

the short-term memory, the greater the fluid intelligence, which is measured in IQ tests. This makes

the capacity of the short-term memory a reliable predictive of the IQ of a person and the other way

around. In short: people with a higher IQ score, are able to store more units in their short-term

memory.

However, study researchers at the University of Oregon[3]

found that although the greater amount of

items stored in short memory is linked the IQ of a person, the clarity in which these items are

remembered has no relationship with the height of the IQ of a person. The researchers examined the

ability of the participants to detect minor changes in the items they had to remember. Using this

method they were able to find out how detailed these memories were. Afterwards, this aspects of

the short-term memory were compared to the IQ scores of the participants. It appeared that these

two factors have no correlation.

So does a higher IQ mean a better memory? If with better it is meant quantity, then yes, people with

a higher IQ are indeed able to store more things at the same time. However if we look at the quality

of the items that are maintained in short-term memory, the height of the IQ of a person does not

guarantee about how good these memories are.[4]



11

Aging influencing short term memory

Loss of attention or faulty planning can happen to us without even noticing. However, errors of our

memory we notice immediately. Misplacing keys, forgetting phone numbers or asking yourself where

you put your mobile phone, are all recognizable occurrences of everyday forgetfulness. When webecome older these errors even increase, and therefore they are often a common complaint

amongst the elderly. Despite this, we have always taken forgetfulness for granted and that is exactly

the problem which causes aging to influence the functioning of the short-term memory.

Aging usually does not affect the long-term memory, but the functioning of the short-term memory

is often reduced. To store and reproduce information, the brains needs to activate a complex chain

of electrical and chemical reactions in which nerve cells are involved.[1]

As you get older, these nerve

cells gradually get older as well. This causes them to work less effective. Nonetheless, the brain is

capable of producing new nerve cells at any age, which means that elderly people are not lost in

terms of the impairment of their memory, because short term memory loss is not inescapable!However, your memory is like muscle strength, you have to use it or lose it.

[2]

Like the practices you follow to keep yourself healthy, there are also several practices that keep your

brain healthy and so prevent the process of short-memory loss.[3]

These are a few of them:

Eat healthy. Eating an adequate amount of fruits and vegetables and food rich in omega-3 fats like

tuna are particularly good for your brain and memory. Eating too many saturated fats however,

stimulates the risk of a stroke which eventually leads to the development of memory loss.

Stay cool. Stress or better to say cortisol, the stress hormone, causes you to have trouble

concentrating and learning. So less stress decreases the risk of the impairment of your short-term

memory.

Exercise every day. Brain growth and so the development of nerve cells is stimulated by regular

exercising. Additionally, exercising reduces stress and depression which are two of the main causes

that damage the functioning of your short-term memory.

Keep socializing. Social interactions helps to reduce stress and depression as well. Besides this, social

interaction often requires activities that challenges the memory and therefore social contact with for

example friends and family helps to keep the brains being active and prevent mental decline.

So, the loss of nerve cells in the brain come about with the process of aging. But unlike most

frustrated elderly think, short-term memory loss is not inevitable and they could definitely do

something about it!



12

Conditions and diseases influencing short-term memory

Short-term memory loss occurs when a person loses the ability to remember certain events and

information which he or she would have easily remembered before. There are several conditions and

diseases that influence short-term memory loss. To start off with Alzheimer’s disease, a form ofdementia. Alzheimer's disease is a common disorder found in adults, in which the nerve cells in the

cerebral cortex, used to store information, are damaged. This leads to the impairment of imprinting.

Imprinting is the process of transferring information from the short-term memory to the long-term

memory. If this is not done the information is lost and this is exactly what happens with someone

who has Alzheimer. The imprinting of a person suffering from Alzheimer is disturbed and therefore

that person does not remember what he or she experienced half a minute ago. For example, if such

a person is laughing he or she does not know that they were crying five minutes earlier.[1]

figure 4 – Short term memory binding deficits in Alzheimer's disease.

Aphasia is another condition affecting the working of the

short-term memory and also occurs in mainly adults.

Aphasias is a disease which disturbs the formulation of

language. A blood vessel disorder called cerebral

hemorrhage or cerebral infarction is often seen as the cause

of this. However a trauma or brain tumor can also be the

trigger. Our brains need oxygen and glucose in order to

function and when a cerebral infarction or any of the other

causes, disturb the glucose or oxygen circulation in our

brains, brain cells die. When this happens in the cerebral

cortex, the short-term memory is malfunctioned and so the

ability of absorbing new information. This impairment

interferes with the ability to interact socially, using

language, and perform one's work.[2]

Figure 5 – The regions in the human brain that are involved in two different networks: one for

language and one for learning and remembering new information (or what we call memory).



13

Schizophrenia is a mental disorder that occurs most likely in young adults, characterized by several

psychosis such as hallucination, paranoid and bizarre delusions. People with schizophrenia have at

least one psychosis, but often they have more. During a psychosis, the contact between the outside

world (reality) and the inner world (thoughts and perceptions) is disrupted. For example, someonewith schizophrenia hears voices or believes that he or she is haunted.

[3]

Environmental factors such as stress, traumatic experiences and exclusion, compared with genetic

predisposition of the disease, are the main causes of cognitive deficits that we call schizophrenia.

These cognitive deficits leads to inability of a sufferer to connect an temporarily event with its source

into a complete and whole memory. In this way the sufferer gets bizarre delusions and the

functioning of the short-term memory is reduced.[4]

Figure 6 – The ability of the short-memory to encode information in percentage.

There are 29 conditions associated with forgetfulness, memory problems and recent (short-term)

memory loss, although these three are the most common ones.



14

External factors influencing short-term memory

Apart from diseases there are several external factors that can impair the short-term memory. First

of all, alcohol and drugs, as with the excessive use of any other toxins, can cause the short-term

memory to shut down. These drugs primarily disrupts the ability store information from the short-term memory store into the long-term memory.

[1] In other words, alcohol and drugs work as a

blockade in forming new long-term memories. This inability is caused by the disruption of activity in

the hippocampus and more specifically, the impairment of the CA1 pyramid cells.[2]

Figure 7 shows

that when injected with alcohol, the cell was essentially shut off which lasted up until 45 to 60

minutes after injection. Removing or damaging the CA1 cells enable the hippocampus to

communicate with other brain areas and prevents the transportation of information.

Figure 7 – The activity of an individual CA1 pyramidal cell, in a rat, before alcohol consumption (baseline), 45 to

60 minutes after alcohol administration, and 7 hours after alcohol injections. Each frame in the figure shows the

activity rate and location of the cell. White pixels are pixels in which the cell has a low activity, and darker colors

represent higher activity.[2]

This malfunctioning of the cells is also the cause for blackouts or alcohol-induced amnesia that a

person might experience when intoxicated.

But although alcohol and drugs primarily interferes with the ability to form new long-term memories,

they leave the previously established memories (long-term) intact as well as the ability to keep new

information active in memory for brief periods. That is why a person consuming a large amount ofalcohol, may not know what events occurred the night before, but was at that very moment

completely aware of the situation. The magnitude of damages to the memory naturally depends on

the amount of drug that is consumed and the sensitivity of a person towards it.[1]

Another factor that has an impact on short-term memory is sleep deprivation. Sleep is crucial for our

brains’ ability to function properly. Neuroscientists at the University of California, Berkeley,[3]

discovered that the slow brain waves, which are tiny pulses of the electrical activity that are

produced when the neurons communicate with each other and which are slow during our sleep,

have a key role in transferring memories from the short-term store to the long-term one.[4]

These

brain waves are generated during the deep sleep, however when our quality and quantity of thistype of sleep deteriorates or is disturbed, our brain is unable to save our memories at night.



15

Next to the transfer of short-term memories to long term memories, sleep deprivation also causes

the brain capacity of the short-term memory to decline. Researchers at the Duke University-National

University of Singapore Graduate Medical School at the SingHealth Cognitive Neuroscience

Laboratory[5]

have found that people who are sleep deprived can only take in a small range of items

at the same time, much smaller than the average range of people who are not sleep deprived. The

capacity of the short-term memory drops due to a reduced attention span. Because a person lacks

sleep, he or she is not able to gather, let alone store large amounts of information.



16

The relation of vision and sound with the short-term memory

The short-term memory can be divided into phonological short-term memory and the visual short-

term memory.

The verbal or phonological short-term memory, also known as the phonological store, is the area of

the short-term memory that deals with speech-based or spoken material.[1]

This region of the brain is

used when we try to remember information by reciting it silently to ourselves, but also when we

hold several words in our mind that we are preparing to say.

After being exposed to an audio fragment, this information first enters the echoic memory, which

can be defined as an auditory version of sensory memory. The echoic memory acts as a brief mental

echo, hence the name, that continues to be played after the original auditory stimuli has been

removed.[1]

It is this echoic memory that allows us to recite the last couple words of a sentence even

though we are not actively listening. As it is a type of sensory memory, the echoic memories are very

temporal and can be stored for approximately 300 milliseconds. However, the echoic memories can

be expanded if the information is repeated in the phonological loop.[1]

Information can access the storage capacity of the phonological short-term memory in a direct way

as perceived spoken language has direct access to the phonological loop. This loop can be divided

into two parts: the phonological store and the articulatory control process[2]

(see figure 8). The

phonological store can be compared with inner ear which actually holds the speech-based

information which is presented to a person. The articulatory control process can be compared with

an inner voice which circulates the information like a tape loop making sure the information is

maintained in the store.[3]

Compared to visual and sensory memory, the phonological store has a greater duration. The

information that we hear lasts for 2 to 3 seconds while our visual information can last relatively

shorter, namely only for 250 miliseconds, according to the study by Baddeley, Thomson, & Buchanan

(1975).[4]

Despite this ability to store information for a longer period of time, the phonological store is

subject to rapid decay. However, since the articulatory system is able to revive information that

begins to decay, we can, as long as we keep on rehearsing the information, retain the information in

our the short-term memory, although somewhat effortfully. The capacity of the phonological store

depends on two key features of the presented material: the capacity is lower for similar sounding

words, called the phonological similarity effect and the when the words take longer to articulate,

called the word-length effect.[5]

Figure 8 – The phonological loop consisting of the articulatory control process and the phonological. [2]



17

Visual short-term memory (VSTM) has the ability to

temporarily recall visual represented information

such as shapes and colours. Compared to the sensory

memory, visual short-term memory representations

are durable, longer lasting and more abstract. Images

of the visual world are created in the retina. When

light strikes the retina it initiates a series of chemical

and electrical events which trigger nerve impulses.[6]

In the lateral geniculate body, which is part of the

hypothalamus in the brains, these nerve impulses are

transmitted to a subsequent neuron. In this neuron

the visual information is further organized and the

images received from both eyes are combined. From

this neuron the nerve impulses reach the primary

visual cortex, at the back of the skull, where theperson becomes aware of the nerve impulses. This is

surrounded by the associated visual cortex which

makes it possible to recognize patterns. The visual

cortex transmits information to two primary

pathways, called the dorsal stream and the ventral

stream.[7]

Via the ventral system the nerve impulses

reach the temporal lobes where the database of

shapes, figures, familiar faces etc. is located, and so

the short-term memory.

Figure 9 – How light striking the retina reaches the brain.

The figures and shapes can be produced by just eye blinks, eye movements or visual interruptions

but only a certain amount of information can be maintained by the VSTM. Several studies estimated

around 3 or 4 items could be recalled by the VTSM.[8]

However the capacity of the VTSM is not

constant because the greater the information item or the more objects someone is exposed to, the

less objects are remembered. Compared to the short-term memory as a whole, the amount of

information maintained by the VSTM is very little.[9]

.



18

List of equipment and Method

List of equipment

5 Groups of 40 people (20 participants audio, and 20 different readers)

- Group 1: children between the age of 11-13

- Group 2: teenagers between the age of 16-18

- Group 3: young adults between the age of 20-30

- Group 4: adults between the age of 37-60

- Group 5: elderly aged 65 or older

20 Reusable text fragments (see figure 9)

Audio fragment (same content as text fragment)

Questionnaire (see figure 8)

Answers to the questionnaire (see figure 10)

Timer

20 Pens

Figure 10 – Questionnaire.



19

Figure 11 – Text fragment.

Figure 12 – Answers to questionnaire.



20

Method

step 1 (preparations - test reading)

-make sure the participants (+/- 20 people) are situated in a silent environment with no distractions

-inform the participants about the following experiment without telling the participants they have to

remember the non-existing words.

-hand out the text fragment, a pen and the questionnaire to each participant

-make sure it’s the text and questionnaire are upside down so they cannot start reading before the

actual test starts

step 2 (test)

-set the timer for 1 minute and 30 seconds and let the participants read the text fragment

-after 1 minute and 30 seconds stop the participants from reading

-instruct the participants to turn the paper so the text fragment cannot been seen anymore

Step 3 (afterwards)

-allow the participant to turn the questionnaire

-set the timer for 3 minutes and let the participants fill in the questionnaire

Step 4 (repeat)

-repeat step 1,2 and 3 with the four other groups

step 5 (preparation - test audio)

-make sure the participants (+/- 20 people) are situated in a silent environment with no distractions

-inform the participants about the following experiment without telling the participants they have to

remember the non-existing words.-hand out a pen and the questionnaire to each participant

-make sure the questionnaire is upside down so they cannot start reading before the actual test

starts

Step 6 (test)

-let the participants listen to the audio fragment (duration 1 minute and 30 seconds)

Step 7 (afterwards)

-allow the participant to turn the questionnaire

-set the timer for 3 minutes and let the participants fill in the questionnaire

Step 8 (repeat)

-repeat step 1,2 and 3 with the four other groups

Step 9 (checking results)

-check the questionnaires for correct answers

-put the obtained data into a table and a graph

-compare the results from the audio test and reading test, both between and within the different age

groups



21

0

1

2

3

4

5

6

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

F r e q u e n c y

Answers correct

Age group 11-13

Text

Audio

Results

Group 1: children between the age of 11-13

TEXT

AUDIO

Figure 13 - The total number of words that a participant has filled in correctly (total correct) and how often this

has occurred within the age group (frequency). The two tables show the results of the test carried out using the

text fragment (blue) and the audio fragment (orange).

Figure 14 – Graph compares the total number of words that a participant has filled in correctly (answers

correct) and how often this has occurred within the age group 11-13 (frequency) using the text fragment (blue)

and the audio fragment (orange).

Total

correct

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

frequency 2 2 3 2 4 5 1 1 0 0 0 0 0 0 0 0 0 0 0

Totalcorrect 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

frequency 4 5 4 4 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0



22

0

1

2

3

4

5

6

7

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

F r e q u e n c y

Answers correct

Age group 16-18

Text

Audio

Group 2: teenagers between the age of 16-18

TEXT

AUDIO





correct) and how often this has occurred within the age group 16-18 (frequency) using the text fragment

(blue) and the audio fragment (orange).

Total

correct

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

frequency 0 0 0 2 1 6 6 2 1 1 1 0 0 0 0 0 0 0 0

Total

correct

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

frequency 2 2 3 2 4 5 1 1 0 0 0 0 0 0 0 0 0 0 0



23

Group 3: young adults between the age of 20-30

TEXT Totalcorrect

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

frequency 0 0 0 1 5 2 5 3 0 1 0 1 1 0 0 0 0 0 0

AUDIO

F igure 17 - The total number of words that a participant has filled in correctly (total correct) and how often this


text fragment (blue) and audio fragment (orange).


correct) and how often this has occurred within the age group 20 - 30 (frequency) using the text fragment (blue)


0

1

2

3

4

5

6

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

F r e q u e n c y

Answers correct

Age group 20-30

Text

Audio

Total

correct

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

frequency 1 2 3 4 3 3 2 1 1 0 0 0 0 0 0 0 0 0 0



24

0

1

2

3

4

5

6

7

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

F r e q u e n c y

Answers correct

Age group 37-60

Text

Audio

Group 4: adults between the age of 37-60

TEXT

AUDIO





correct) and how often this has occurred within the age group 37-60 (frequency) using the text fragment (blue)


Total

correct

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

frequency 2 4 6 1 2 3 1 0 1 0 0 0 0 0 0 0 0 0 0

Total

correct

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

frequency 5 5 3 2 4 1 0 0 0 0 0 0 0 0 0 0 0 0 0



25

0

2

4

6

8

10

12

14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

F r e q u e n c y

Answers correct

Age group 65+

Text

Audio

Group 5: elderly aged 65 or older

TEXT

Total

correct

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

frequency 10 6 1 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0

AUDIO


has occurred within the age group (frequency). The three tables show the results of the test carried out using

the text fragment (blue), audio fragment (orange).


correct) and how often this has occurred within the age group 65+ (frequency) using the text fragment (blue)


Total

correct

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

frequency 12 5 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0



26

0

2

4

6

8

10

12

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

F r e q u e

n c y

Answers correct

All age groups (text)

11-13

16-18

20-30

37-60

65+

Results age groups combined

Figure 23 – Graph shows the total number of words that a participant has filled in correctly (answers correct)

and how often this has occurred within the age group (frequency) comparing the results of age groups 11-13,

16-18 , 20-30, 37-60, 65+ that are obtained by using the text fragment.



27

0

2

4

6

8

10

12

14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

F r e q u

e n c y

Answers correct

All age groups (audio)

11-13

16-18

20-30

37-60

65+

Figure 24 – Graph shows the total number of words that a participant has filled in correctly (answers correct)

and how often this has occurred within the age group (frequency) comparing the results of age groups 11-13,

16-18 , 20-30, 37-60, 65+ that are obtained by using the audio fragment.



28

0

1

2

3

4

5

6

7

11-13 16-18 20-30 37-60 65+

A v a r a g e s c o r e

Age group

Avarage scores per age group

Text

Audio

Average scores per age group

Figure 25 – Table shows the average scores of correct answers of age groups 11-13, 16-18 , 20-30, 37-60, 65+

using the text fragment as well as the audio fragment (separately).

Figure 26 – Graph shows the average scores of correct answers of age groups 11-13, 16-18 , 20-30, 37-60, 65+

using the text fragment (blue) as well as the audio fragment (audio).

Age group

11-13

Age group

16 -18

Age group

20-30

Age group

37-60

Age group

65+

Text 3.4 5.9 6.1 2.8 1.1

Audio 1.9 3.4 3.7 1.9 0.6



29

Conclusion

In the introduction we asked ourselves the (sub) questions: “(1) what is the relationship between

seeing information and the short-term memory in different age groups?” and “(2) what is the

relationship between hearing information and the short-term memory in different age groups”. Ourhypothesis on these questions are: “(1) when people are confronted with visual information, they are

more capable of storing this in their short-term memory” and “ (2) when people are confronted with

auditory information, they are not able to store as much of the information in their short-term

memory.” When comparing the results (audio and visual) from the different age groups (figure 14,

17, 20, 23, 26), it appears that there is a clear pattern concerning the distinction between the results

obtained using the audio and text fragment in each age group. In each age group, the score obtained

when the participant is confronted with the audio fragment is distinctively lower than the score this

is obtained when the text fragment was used. Therefore we can conclude that our hypothesis on

these two sub questions are correct.

Using these previously asked (sub) questions combined with the experimental data obtained from

the practical work, this final paper intends to find out what the link is between the age of people and

their short term memory. We believed that ‘when people get older the functioning of their short-

term memory will impair.’ We based this on the fact that nerve cells, which are involved in a complex

chain of electrical and chemical reactions to store and reproduce information, become less effective

when a person gets older. Thus, we assumed that the short-term of our youngest age group is the

most effective and expected this age group to score highest in both tests. As we expected, a link

certainly exists between the age of people and their short-term memory. However, according to our

results the short-term memory reaches its full potential at a different age than we assumed. Which

means that our hypothesis is wrong on two areas.

First of all , figure 25 and 26 show that participants aged 11-13, 16-18, 20-30, 37-60 and 65+ scored

average scores of 3.4, 5.9, 3.2, 2.8 and 1.1 using the text fragment and 1.9,3.4,3.7, 1.9, 0.6 using the

audio fragment (following the same order as the order of the groups mentioned). What is significant

about these results is that the average scores obtained from both visual and auditory tests increases

and decrease according to the shape of a parabola. Therefore, we can conclude that, unlike we first

thought, the effectiveness of the short-term memory does not impair in a linear or straight line, but

increases and decreases according to the shape of a parabola ( see figure 27). Secondly, if we look at

figure 25 as well as 26 we can see that the participants aged 20-30 scored the highest number of

correct answers when carrying out the test using the text fragment (average score: 6.2) as well as

the audio fragment (average score: 3.2 ) compared to the other age groups. This shows that the

short-term memory reaches its full potential at age 20-30, and not the assumed age 11-13.



30

Figure 27 – Sketch of graph showing the short-term memory capacity linked to the age.

Age

Memory

capacity

lower higher



31

Evaluation

Although we have ruled out most factors that would have influenced our results in order to make our

research as conclusive as possible, there were some factors that might have had a slight effect on our

research outcome. First of all, we didn't factor in the differences in IQ of all our participents. To makeour results even more reliable we should definitely take this into account when performing a

following-up practical work. Because IQ may not have an influence on the quality of the words that

have to be recalled, but it certainly affects the quantity concerning the information that has to be

recalled. Furthemore we have to realise that there are several uncontrollable external factors such as

sleep deprivation, present at several age groups, as well. People who are sleep deprived can only

take in a small range of items at the same time, much smaller than the average range of people who

are not sleep deprived due to a reduced attention span. Secondly, although the participants were

seated in a quiet environment, we still noticed the inability of younger participants (11-13) to

concentrate on the text of audio fragment properly, which has unfortunately lead to a lower score

obtained by this age group. Finally, participants that might have difficulties with hearing or reading

(such as participants with dyslexia) might lowered the average score of the age group. These three

factors have affected the validity of our research and should be taken into account if the research is

repeated.



32

Epilogue

The preparations for our final paper as a whole went immaculate. We had already finished the

theory, the list of equipment and the actual text and audio fragment for our practical work before

the summer holidays. However, we had some great difficulty with gathering the high amount ofparticipants so we changed the number of participants of each age group from 30 to 20.

Requiting participants of the age group 65+ took us the most time. The managers of the

convalescent home wouldn’t allow us to test the elderly living in their convalescent homes as they

were afraid of giving away private information of their patients. Even when we made clear that we

only needed their ages, we were unfortunately rejected. The age group young adults was less

difficult to gather, however it was not as easy as just visiting a university and attending a lecture, as

we first thought it would be.

Performing the test with the age groups of 11-13, 16-19 and 37-60 went, on the contrary, withoutany problems. Within one day of school we had collected all the results of the first two age groups

and we gathered the results of the age category 37-60 also surprisingly swift. So in the end, despite

some difficulties, we really enjoyed performing the test, especially the part in which the results

started to express a pattern, proving our hypothesize to be accurate.

At last something about our cooperation. We can peacefully say that our cooperation was perfect.

We divided the work equally and we helped each other when needed. There was never an argument

about something. There might have been a discussion somewhere along the way, but this only

improved and completed our work and what we had written down in the end. We both wanted our

final paper to be perfect and we think we are allowed to say that we definitely achieved this.



33

SummaryWe started this final essay by asking ourselves the question: “What is the link between the age of

people and the functioning of their short-term memory?” Throughout this paper we have given the

answer to this question. But before we could answer this question with the use of the experimental

data we would gain in our practicum, we started off with some theory about what the short term

memory actually is.

The short-term memory is located in the hippocampus which can be find in one of the lobes on the

cerebral cortex. The short-term memory itself is a component of a larger and more complex

framework of processes and structures called the working memory. The short term-memory is

related to two other stores, one being the sensory memory and the other which is defined as the

long-term memory. We can compare the short-term memory store to the post-it note of the brain on

which pointers or keywords are scribbled down, such as words or numbers, which the brain is able to

assemble into a larger piece of information. The short-term memory has a limited duration of 20 to

30 seconds and in rare cases up to a minute. The capacity of the short-term memory is limited as well

as the short-term memory is able to hold seven, plus or minus two, separate digits or units at the

same time.

Aging reduces the functioning of the short-term memory. The brain needs to activate a complex

chain of electrical and chemical reactions in the nerve cells of the brain. When people get older these

nerve cells gradually get older as well which causes them to work less effective. However, at any age

the brain is capable of producing new nerve cells which means that short-term memory loss is not

inescapable. Nevertheless you have to keep training it. But not only the process of getting older has

its influence on the functioning of the short-term memory. Several diseases such as Alzheimer,

Schizophrenia and Aphasia, and factors such as drugs, sleep deprivation and alcohol do as well. They

damages the nerve cells in the hippocampus or block the process of transferring information from

the short-term memory store to the long-term one.

After plentiful brainstorming, creating diverse mind maps and our dedicated interest in the subject

Biology, we have chosen the short-term memory as the topic of our final paper. We decided on this

topic as it became clear that we could link the short-term memory to a large and interesting practical

work. In this practical work we created five different age groups.

With this information in the back of our minds we started with our practicum in which we exposed 5

different age categories to both and audio fragment and a text fragment. Both fragments contained

the same narrative which created the ability for both audiences to memorize the same information

given through the text or audio fragment. Afterwards we calculated an average score of 2,35 correct

answers of the age groups 11-13 and 37-60. The lowest average was 0,85 which was scored amongst

the people who were 65 or older. The highest average 4,15 was scored amongst the young adults

followed by the average of 3,65 scored within the age group 16-19. When we put these results in a

graph, the results formed a parabola.

As we had expected there was indeed a link between the age of people and their short-term memory.

However, the results showed that the short-term memory reaches its full potential at a different age

than we had expected, which means that our hypothesis is partly wrong. We thought that the

effectiveness of the short-term memory impaired in a straight line, but our results showed us the

opposite in the form of a parabola. In order to make our research as reliable as possible we’d

eliminated the factors that would have had an influence on our results. However there were still

several factors that might have had a slight effect on our research outcome. Such factors were the

sleep deprivation of some of our participants, the inability of our youngest age group to concentrate

on the text or audio fragment and the fact that some participants had dyslexia. These three factors

affected the validity of our research and should be taken into account if the research would be ever

repeated.



34

Source list

Sources: Anatomy of the brain

[1] Wij zijn ons brein – Dick Swaab[2] http://biology.about.com/od/anatomy/p/temporal-lobes.htm

[3] http://www.scholarpedia.org/article/Entorhinal_cortex

[4] http://en.wikipedia.org/wiki/Short_term_memory

Sources: What is the short-term memory

[1] http://www.studyblue.com/notes/note/n/chapter-6-memory/deck/1267472

[2]http://web.missouri.edu/~cowann/docs/articles/1994/Cowan%20Current%20Directions%201994.

pdf

[3] http://psychology4a.com/memory%204.htm

[4] http://users.ipfw.edu/abbott/120/AtkinsonShifrin.html

[5] http://www.simplypsychology.org/peterson-peterson.html

[6] http://www.human-memory.net/types_short.html

[7] https://courses.cit.cornell.edu/bionb330/slides/Lecture21_slides_alvarez_squire.pdf

[8] http://pubs.niaaa.nih.gov/publications/arh27-2/186-196.pdf

[9] http://library.thinkquest.org/26618/en-5.2.2=sensory%20memory.htm

Sources: IQ and short-term memory

[1] http://en.wikipedia.org/wiki/Fluid_and_crystallized_intelligence

[2] http://www.princeton.edu/~aconway/pdf/Abreu_Conway_Gathercole.pdf

[3] http://www.sciencedaily.com/releases/2010/11/101129121123.htm

[4] http://www.psyarticles.com/intellect/iq-memory.htm

Sources: Aging influencing short-term memory

[1] http://www.human-memory.net/brain_neurons.html

[2] http://www.examiner.com/article/your-brain-is-a-muscle-use-it-or-lose-it

[3] http://www.helpguide.org/life/improving_memory.htm

Sources: Conditions and diseases influencing short term memory

[1] http://home.kpn.nl/paulienvandoorn/h1.html

[2] http://www.afasie.nl/aphasia/pdf/2/brochure1.pdf

[3] http://health.nytimes.com/health/guides/disease/schizophrenia/symptoms.html

[4] http://www.anoiksis.nl/content/schizofrenie

Sources: External factors short-term memory

[1] http://pubs.niaaa.nih.gov/publications/arh27-2/186-196.pdf

[2] http://alcoholism.about.com/cs/dementia/a/blacer030617.htm

[3]http://www.sciencedaily.com/releases/2013/01/130127134212.htm?utm_source=feedburner&ut

http://biology.about.com/od/anatomy/p/temporal-lobes.htm

http://www.scholarpedia.org/article/Entorhinal_cortex

http://en.wikipedia.org/wiki/Short_term_memory

http://www.studyblue.com/notes/note/n/chapter-6-memory/deck/1267472

http://web.missouri.edu/~cowann/docs/articles/1994/Cowan%20Current%20Directions%201994.pdf


http://psychology4a.com/memory%204.htm

http://users.ipfw.edu/abbott/120/AtkinsonShifrin.html

http://www.simplypsychology.org/peterson-peterson.html

http://www.human-memory.net/types_short.html

https://courses.cit.cornell.edu/bionb330/slides/Lecture21_slides_alvarez_squire.pdf

http://pubs.niaaa.nih.gov/publications/arh27-2/186-196.pdf

http://library.thinkquest.org/26618/en-5.2.2=sensory%20memory.htm

http://en.wikipedia.org/wiki/Fluid_and_crystallized_intelligence


http://www.princeton.edu/~aconway/pdf/Abreu_Conway_Gathercole.pdf

http://www.sciencedaily.com/releases/2010/11/101129121123.htm

http://www.psyarticles.com/intellect/iq-memory.htm

http://www.human-memory.net/brain_neurons.html

http://www.examiner.com/article/your-brain-is-a-muscle-use-it-or-lose-it

http://www.helpguide.org/life/improving_memory.htm

http://home.kpn.nl/paulienvandoorn/h1.html

http://www.afasie.nl/aphasia/pdf/2/brochure1.pdf

http://health.nytimes.com/health/guides/disease/schizophrenia/symptoms.html

http://www.anoiksis.nl/content/schizofrenie


http://alcoholism.about.com/cs/dementia/a/blacer030617.htm

http://www.sciencedaily.com/releases/2013/01/130127134212.htm?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+sciencedaily%2Fhealth_medicine+(ScienceDaily%3A+Health+%26+Medicine+News)

http://www.sciencedaily.com/releases/2013/01/130127134212.htm?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+sciencedaily%2Fhealth_medicine+(ScienceDaily%3A+Health+%26+Medicine+News)

http://alcoholism.about.com/cs/dementia/a/blacer030617.htm


http://www.anoiksis.nl/content/schizofrenie

http://health.nytimes.com/health/guides/disease/schizophrenia/symptoms.html

http://www.afasie.nl/aphasia/pdf/2/brochure1.pdf

http://home.kpn.nl/paulienvandoorn/h1.html

http://www.helpguide.org/life/improving_memory.htm

http://www.examiner.com/article/your-brain-is-a-muscle-use-it-or-lose-it

http://www.human-memory.net/brain_neurons.html

http://www.psyarticles.com/intellect/iq-memory.htm


http://www.princeton.edu/~aconway/pdf/Abreu_Conway_Gathercole.pdf


http://library.thinkquest.org/26618/en-5.2.2=sensory%20memory.htm


https://courses.cit.cornell.edu/bionb330/slides/Lecture21_slides_alvarez_squire.pdf

http://www.human-memory.net/types_short.html

http://www.simplypsychology.org/peterson-peterson.html

http://users.ipfw.edu/abbott/120/AtkinsonShifrin.html

http://psychology4a.com/memory%204.htm



http://www.studyblue.com/notes/note/n/chapter-6-memory/deck/1267472

http://en.wikipedia.org/wiki/Short_term_memory

http://www.scholarpedia.org/article/Entorhinal_cortex

http://biology.about.com/od/anatomy/p/temporal-lobes.htm



35

m_medium=feed&utm_campaign=Feed%3A+sciencedaily%2Fhealth_medicine+(ScienceDaily%3A+He

alth+%26+Medicine+News)

[4] http://www.brainworksneurotherapy.com/what-are-brainwaves

[5] http://www.sciencedaily.com/releases/2007/05/070523113828.htm

Sources: The relation of vision and sound with the short-term memory

[1] http://www.alleydog.com/glossary/definition.php?term=Echoic%20Memory#ixzz2hcrvImTY

[2] http://www.simplypsychology.org/working%20memory.html

[3] http://www.acfos.org/publication/ourarticles/pdf/acfos2/gathercole.pdf

[4] http://www.jaredreser.com/Background/Psychology/SenandPer/PhonologicalLoop.html

[5]http://web.missouri.edu/~cowann/docs/articles/1994/Cowan%20Current%20Directions%201994.

pdf

[6] http://en.wikipedia.org/wiki/Retina

[7] http://thebrain.mcgill.ca/flash/d/d_02/d_02_cr/d_02_cr_vis/d_02_cr_vis.html

[8] https://cdr.lib.unc.edu/indexablecontent?id=uuid:fd127d31-af6a-434b-82a9-

6cb7015f830d&ds=DATA_FILE

[9] http://mindbrain.ucdavis.edu/people/sjluck/pdfs/Luck%202007%20Scholarpedia%20VSTM.pdf

http://www.brainworksneurotherapy.com/what-are-brainwaves


http://www.alleydog.com/glossary/definition.php?term=Echoic%20Memory#ixzz2hcrvImTY

http://www.simplypsychology.org/working%20memory.html

http://www.acfos.org/publication/ourarticles/pdf/acfos2/gathercole.pdf

http://www.jaredreser.com/Background/Psychology/SenandPer/PhonologicalLoop.html



http://en.wikipedia.org/wiki/Retina

http://thebrain.mcgill.ca/flash/d/d_02/d_02_cr/d_02_cr_vis/d_02_cr_vis.html

https://cdr.lib.unc.edu/indexablecontent?id=uuid:fd127d31-af6a-434b-82a9-6cb7015f830d&ds=DATA_FILE


http://mindbrain.ucdavis.edu/people/sjluck/pdfs/Luck%202007%20Scholarpedia%20VSTM.pdf

http://mindbrain.ucdavis.edu/people/sjluck/pdfs/Luck%202007%20Scholarpedia%20VSTM.pdf



http://thebrain.mcgill.ca/flash/d/d_02/d_02_cr/d_02_cr_vis/d_02_cr_vis.html

http://en.wikipedia.org/wiki/Retina



http://www.jaredreser.com/Background/Psychology/SenandPer/PhonologicalLoop.html

http://www.acfos.org/publication/ourarticles/pdf/acfos2/gathercole.pdf

http://www.simplypsychology.org/working%20memory.html

http://www.alleydog.com/glossary/definition.php?term=Echoic%20Memory#ixzz2hcrvImTY


http://www.brainworksneurotherapy.com/what-are-brainwaves



36

Anne Bosman

Datum Duur Plaats Activiteit

28 – 06 –‘13 1 uur Thuis Onderwerp oriëntatie (mind-map creëren)

29 - 06 – ‘13 30 minuten School 1e afspraak met begeleider

04 – 06 –‘13 30 minuten School Onderzoeksplan opstellen

05 – 06 – ’13 30 minuten School 2e afspraak met begeleider

31 – 06 –’13 30 minuten Thuis Tekst geschreven voor het practicum

01 - 07 – ‘13 3 uur Thuis Deelvragen en theorie opgesteld /

Randvoorwaarden en leeftijdsgroepen

opgesteld / Geluidsfragment opgenomen /

Practicum getest

02 - 07 - ‘13 1 uur 30 minuten School 3e afspraak met begeleider/ Verbeteren

onderzoeksplan/ Tekst en vragen voor het

practicum

03 – 07 – ‘13 2 uur 30 minuten School Research over het korte termijn geheugen (wat

is het en wat is de tijdsduur ervan)/ Inleding

geschreven04 – 07 – ‘13 4 uur School Theorie geschreven ‘anatomy of the brain’ en

‘conditions and diseases influencing short-term

memory’

05 – 07 – ‘13 3 uur 30 minuten School Research gedaan over ‘aging influencing short-

term memory’ / Materiaal en method

geschreven/ Test aangepast / Practicum getest

08 – 07 – ‘13 30 minuten School 4ᵉ afspraak met begeleider

08 – 07 – ‘13 5 uur Thuis Artikel ‘aging influencing short term memory’

geschreven/ research naar, en een begin

gemaakt aan ‘relation between vision and

short-term memory’ 09 – 07 – ‘13 1 uur Thuis Laatste artikel van theorie afgemaakt ‘relation

between vision and short-term memory’/ klaar

met wat we moesten doen voor de vakantie

09-09-13’ 10 minuten School 5e afspraak met begeleider

13-09-13’ 2 uur School Het onderzoek plannen: verzorgingstehuizen

bellen, mentoren eerste en zesde klas mailen

16-09-13’ 30 minuten Thuis Beantwoorden mails mentoren

16-09-13’ 20 minuten School 6e afspraak met begeleider

25-09-13’ Het 1e, 2

e, 5

e, 8

een

9e lesuur

School Onderzoek voorbereiden/ onderzoek afnemen

bij eerste klas en 2 zesde klassen/

bejaardentehuizen mailen en bellen03-10-13’ 15 minuten School Onderzoek afnemen bij mentorklas 6V

09-10-13’ 20 minuten Thuis Onderzoek afnemen bij een mevrouw van 65+

10-10-13’ 15 minuten School Onderzoek afnemen leraren grote pauze

13-10-13’ 30 minuten Thuis Adressen verzamelen van kennissen boven de

65 jaar voor het onderzoek

14-10-13’ 2 uur School Resultaten in tabel zetten/ planning maken

voor de rest van de week/ onderzoek afnemen

bij 2 leraren/ kennissen boven 65 mailen

15-10-13’ 3 uur School Theorie controleren/ profiel werkstuk in elkaar

zetten/ laatste mensen mailen om te vragen

voor hun deelname



37

17-10-13’ 9 uur School/Thuis Laatste resultaten ophalen in de leeftijdsgroep

20-30 bij Erasmus Universiteit/ alle resultaten

verwerken/ samenvatting schrijven/ nawoord

schrijven/ laatste dingetjes aanpassen en

details afronden/ nakijken profielwerkstuk

30-11-‘13 1 uur Thuis Hoofdstuk IQ nakijken, Evaluatie en Discussieherschrijven, Conclusie checken,

Spellingfouten controleren

11-12-‘13 1 uur 30 minuten School Puntjes op de i



38

Kelly Guo

Datum Duur Plaats Activiteit

28 – 06 –‘13 1 uur Thuis Onderwerp oriëntatie (mind-map creëren)

29 - 06 – ‘13 30 minuten School 1e afspraak met begeleider

04 – 06 –‘13 30 minuten School Onderzoeksplan opstellen


31 – 06 –’13 30 minuten Thuis Tekst geschreven voor het practicum

01 - 07 – ‘13 3 uur Thuis Deelvragen en theorie opgesteld /

Randvoorwaarden en leeftijdsgroepen

opgesteld / Geluidsfragment opgenomen /

Practicum getest

02 - 07 - ‘13 1 uur 30 minuten School 3e afspraak met begeleider/ Verbeteren

onderzoeksplan/ Tekst en vragen voor het

practicum

03 – 07 – ‘13 2 uur 30 minuten School Research over het korte termijn geheugen (wat

is het en wat is de tijdsduur ervan)/ Introductie

geschreven04 – 07 – ’13 4 uur School Research en theorie geschreven ‘functioning

short-term memory’/ Research ‘external

factors’

05 – 07 – ’13 3 uur 30 minuten School Research en theorie geschreven ‘IQ and short

term memory’ / Materiaal en methode /

Aangepast practicum getest

08 – 07 – ’13 3 uur Thuis Research en theorie geschreven ‘external

factors’

08 – 07 – ‘13 30 minuten School 4e afspraak met begeleider

08 – 07 – ‘13 3 uur School Research en theorie geschreven ‘ Short term

memory linked to audio’10 – 07 –‘13 3 uur 30 minuten Thuis Research en theorie geschreven ‘short term

memory linked to audio’

09 – 09 –‘13 10 minuten School 5e

afspraak met begeleider

13 – 09 –’13 2 uur School Emails versturen oproep deelname PWS

onderzoek mentoren eerste en zesde klas /

Tehuizen gebeld oproep deelname PWS

onderzoek


18 – 09 – ‘13 1ste tot 9de uur

(lesuren)

School Proef afleggen 6e klas tekst / Voorbereiden

questionnaires proef/ Tehuizen gebeld oproep

deelname PWS onderzoek / Universiteitengebeld deelname PWS onderzoek / Onderzoek

afgelegd 1ste

klassen zowel audio als tekst/

Onderzoek afgelegd 6de

klas tekst

25 – 09 – ‘13 50 minuten School Voorbereiden questionnaires proef / Proef

afleggen 6e klas audio

30 – 09 – ‘13 20 minuten School 7e afspraak met begeleider

08 – 10 – ’13 10 minuten School Vragenlijsten en tekst uitgedeeld ouders

09 – 10 – ’13 30 minuten School Proef afleggen leraren audio

10 – 10 – ‘13 60 minuten Overig Proef afleggen senioren tekst

13 – 10 – ‘13 1 uur 30 minuten Thuis Vragenlijsten klas 1 en 6 corrigeren en



resultaten in tabel

13 – 10 – ‘13 1 uur 30 minuten Thuis Theorie verbeteren, details controleren

14- 10 - ‘13 2 uur 30 minuten School Vragenlijsten leraren, senioren studenten

corrigeren en resultaten tabel en grafiek,

bronnenlijsten opstellen en PWS in elkaar

zetten.15-10-‘13 3 uur 15 minuten School PWS in elkaar zetten, resultaten tabel en

grafiek, afronden, Preface schrijven,

bronnenlijst afmaken

16-10-‘13 2 uur School PWS details afronden

18- 10 –‘13 9 uur School en

overig

Naar Erasmus universiteit afgereisd voor proef

PWS, laatste resultaten verwerken, grafieken

maken, conclusie schrijven, discussie en

conclusie schrijven, samenvatting schrijven

26- 11-‘13 30 minuten School 8e Afspraak PWS begleider

30-11-‘13 2 uur Thuis Resultaten verbeteren, Grafieken opnieuw

maken, Spellingsfouten vebeteren, Conclusieherschrijven.

11-12-‘13 1 uur 30 minuten School Puntjes op de i

final paper short-term memory - anne bosman kelly guo

Documents