EXPERIMENT2

MEANINGFUL AND MEANINGLESS MATERIAL

ABSTRACT

The experiment was comparing the speed of learning for Meaningful and Meaningless
materials. For this purpose, subject had performed an experiment with two list of learning
material of same length, one list of Meaningful words and another one of Meaningless syllables
are persented. Each letter consists of 5 alphabets.The experiment was conducted using AB BA
design and so the lists were divided accordingly. The counter balance design was used to
control practice effects and to control the transfer of training. Also the method of complete
presentation was used. The subject was presented with the List B (Meaningful Words) first
followed by List A (MEaningless Syllables). He was given 1 minute to recall. It continued till one
errorless trial. The datas were collected and analysed for both the lists following the same
instructions which was he was given 1 minute to recall. It can be clearly seen in the results that
the Meaningless Materials are easy than the Meaningless Syllables and there is individual
difference in speed of learning

KEYWORDS: Meaningful words, Meaningless Words, Learning, Speed of Learning,

Counterbalancing

OBJECTIVE: To compare the speed of learning for meaningful and meaningless material.

PURPOSE OF THE EXPERIMENT: To understand how performance is a function of what is:-

(Ï)To measure the speed of learning of meaningful and meaningless materials.

ii) To compare the performance of the object on both the materials.
iii) To gain an insight on whether transfer of training occurs in either of the two practise

HYPOTHESIS: meaningful words are easy to learn n recall than meaningless syllables

INTRODUCTION

Learning is a process of acquisition of knowledge. Basically learning is defined as a process by

which experience or practice results in a relatively permanent change in behavior or potential
behavior(Morris & Maisto, 1999). According to Powell, Symbaluk, and MacDonald (2002),
learning is defined as a relatively permanent change that results from some types of
experiences. Similarly,Ormrod (1999)defined learning as the means through which skills,
knowledge, values, attitudes, and emotional reactions are acquired. He added that learning
deals with relative permanent change in behavior and mental association due to experience.
There are many types of learning style, which are used in gaining information and knowledge.
One of them is meaningful learning. Meaningful learning is a process in which people find
meaning in the new information by relating that information to the knowledge already stored in
their long term memories (Ormrod, 1999; Seifert, 1995). On the other hand, meaningful learning
is sometimes referred to as external organization as it allows new information to be organized
with previously learned information(Houston, 1991).
Associative learning is the process by which a person or animal learns an association between
two stimuli or events. In classical conditioning a previously neutral stimulus is repeatedly paired
with a reflex eliciting stimulus until eventually the neutral stimulus elicits a response on its own.
In operant conditioning, a behavior that is reinforced or punished in the presence of a stimulus
becomes more or less likely to occur in the presence of that stimulus.Meaningful learning is
frequently used in studying the effective way of learning. The task is design to study the
acquisition of meaningful items. This research has been proposed and conducted by aGerman
Psychologist,Herman Ebbinghaus (1913).He found that the associations he made with the
words helped him to learn those words(Ormrod, 1999).
According toAusubel(1978)andMayer(1996)(cited in Ormrod, 1999), we learn information
meaningfully by storing it in long-term memory in association with similar and related pieces of
information. The process goes by relating new information to knowledge already stored in
long-term memory and find meaning in that information Ausubel’s Meaningful Learning Theory
is an exploration and an explanation of how a learner learns, primarily by relating new
information to previous known information and concepts. While rote memorization is
characterized by simple regurgitation of facts, meaningful learning implies new information is
understood and internalized, as it is incorporated into prior knowledge and concepts. This act is
called subsumption of information. By relating new information to previous knowledge, the new
information is assimilated in a hierarchical manner and organized into a usable cognitive format.
The newly learned information will expand on prior concepts, and in turn, the prior concepts
supply meaning, purpose, and explanation to the new information. Finally, unlike memorization,
information that is learned in this manner can be applied to new and unique situations in which
the learned concept is featured.the study of the social, emotional, and cognitive processes that
occur in learners, has come a long way in the past 70 years. The development of behaviorism in
the 1950s considered learning in the form of conditioning, with a focus on observable and
measurable external factors.

1. Physiological factors-

Sense-perception:
Sensation and perception are two separate processes that are very closely related. Sensation is
input about the physical world obtained by our sensory receptors, and perception is the process
by which the brain selects, organizes, and interprets these sensations.Sensation and perception
work hand in hand during the learning process. Since we rely strongly on our five senses to help
us process stimuli, being able to take in and interpret information affects how we learn The
foundation of all cognitive learning is sensation and perception. Less learning occurs as
perception becomes less powerful. Compared to the average individual, a blind guy learns far
less. The process of learning is hampered by sense organ impairment.

Physical health:
A person with good health can retain the learnt material better than a person with poor health.A
sickness would make it difficult for the sick person to learn, but it may also prevent the rest of
the family from concentrating on their education. Delay your instruction until the patient is well
enough for the entire family to participate in learning

Fatigue:
Mental boredom and indolence are caused by physical or sensory exhaustion. Physical and
mental exhaustion can be brought on by a variety of things in the home and school
environment, including a lack of accommodations, poor sitting arrangements, unhygienic
clothes, insufficient ventilation, poor lighting, noisy overcrowding, and poor nutrition. Longer
study sessions also lead to weariness, which impairs learning ability
Time of learning:
Age:
Youngsters can remember better than the aged. Age has an effect on learning ability. Some
subjects are better learned in childhood than in later life. based on data from tests that have
been done. According to Thorndike, mental growth continues through the ages of 16 and 18 and
rises until 23 before ceasing at 40. Between the ages of 18 and 20, learning picks up speed and
then slows down until the age of 35. Age is a factor in mental development. Therefore, certain
complicated issues cannot be resolved until a person is grown enough. Children are more adept
at learning academic subjects than are ignorant adults. This may be due to the fact that
children's nerve systems are more flexible and their thoughts are less weighed down by external
issues. However, there have been cases where people beyond 50 have made extraordinary
success in learning new things, such as music or a foreign language

Food and Drink:

A healthy diet is necessary for effective brain function. Learning is significantly affected by poor
diet. Food type also has a little impact. The neuro-muscular system is negatively impacted by
alcoholic beverages, caffeine, cigarettes, and other addictive substances, which has an impact
on learning ability.
Atmospheric conditions:
The mental performance is decreased by high temperatures and humidity. The ability to study is
hampered by poor ventilation, inadequate lighting, noise, and physical discomfort (such as that
seen in workplaces and packed classrooms). Distractions of all kinds impair attention spans,
which in turn reduce learning effectiveness.

2. Psychological Factors:

1. Mental Health:
In addition to physical health, the mental health of learner is also important. Adjustmental
problems, minor mental problems like worry, anxiety, stress, and inferiority complexes will affect
learning.Learning is hampered by mental strain, disputes, complexes, and illnesses. The ability
to focus is challenging for a youngster who is maladjusted. It need mental balance and the lack
of mental conflict or complexity to concentrate. Some students find it challenging to study for
their university exams due to anxiety neurosis and exam anxiety. A focused, tranquil, and
balanced mind has the capacity to learn more effectively.

2. Motivation and Interest:

It is the most important factor influencing the learner. If the learner has no motivation to learn,
any amount of force will be futile. More the motivation better will be the learning. In addition to
motivation, the learner should have a definite goal. It will direct the individual appropriately and
help him to achieve the goal.If the learner is ready to learn, he will develop motivation to learn.
Along with readiness a strong willpower is also essential to overcome hurdles and problems.
Readiness will help to develop a positive attitude in learner.If a person has more interest, he will
learn and retain better.We often experience that when our learning is accompanied by a motive
or purpose we are able to retain that particular matter for a longer time. Thus, repetition or
practice accompanied by the intent to learn is more effective than mechanical repetitions
because we become more receptive if we know that the matter will be useful to us later.

3. Rewards and Punishment:

All forms of rewards are potent learning incentives. However, in India today, educational
incentives are employed more improperly than they should be. An examination first division
distinction is a deceptive prize. Work itself is a reward. Students overlook this fact. They develop
an unhealthy reliance on incentives. They won't labour for no pay or benefit, they say. All
learning cannot and should not be instantly rewarded. Punishments that cause anticipation of
fear may, but are not always guaranteed to, motivate the student to strive and learn. Punishment
can occasionally result in negative reactions, retribution, resentment, and contempt.
Experimental investigations have shown that when penalties are administered often, they
interfere with complicated learning tasks. Lack of discipline leads to poor activity on the part of
the student. They disobey and squander time when there is no fear.

3. Environmental factors:
Working conditions-Sufficient light and ventilation, calm and clean place, normal temperature,
some minimum furniture will help learning processes.Bad working environments including
interruptions, noise, poor lighting, inadequate ventilation, crowded, unpleasant accommodations
at home and at school all hinder learning. For effective learning, factors including the school's
setting, internal organization, accommodations, décor, and hygienic conditions are crucial.

4. Methodology of instructions:

Presentation and organization of learning material:

Learning by doing:
The learning material should be properly planned and organised. It should be graded to suit the
mental level of the pupils. It should be presented in a meaningful and interesting manner.
b. Learning by Doing: Practice makes a man perfect. Repetition and practice are important for
learning. The pupils must be encouraged to learn through activity. Theoretical teaching should
be replaced by practical application of knowledge, experimentation, and personal application.
Children learn better through personal experience. Verbalization should be reduced to the
minimum

DIMENSIONAN ANALYSIS:
Verbal materials may be differ from each other in a number of ways. A systematic comparison
of such materials can be carried through dimensional analysis. We must begin by stating the
characteristics or dimensions, with respect to which verbal materials may vary from each other.
The Dimension of Meaning:
The Dimension of Affectivity:are the feelings and emotional aspects of learning which include
particular attitudes and habits associated with learning. Examples include self-direction,
motivation, critical thinking, perseverance, positive thinking, and self-esteem.

REVIEW OF LITERATURE:
Hermann Ebbinghaus was the first psychologist to use nonsense syllables to study memory.
Ebbinghaus was specifically interested in how quickly we forget information. He generated lists
of nonsense syllables that included a consonant, a vowel, and another consonant (CVC). He
created these trigrams so that he could understand the absolute rate of forgetting--that is,
forgetting when very little or no meaningful information is attached to the target material. He
found that forgetting tends to occur very quickly but then memory remains stable (i.e., the
forgetting curve)The use of nonsense syllabus was an important contribution to our
understanding of memory. This is because it allowed psychologists to understand how we
remember information that doesn't have obvious meaning. More importantly, studies using
memory for nonsense syllables have shown us how we forget.Philosophers such as John Locke
and David Hume had argued that remembering involves association-linking things or ideas by
shared characteristics, such as time, place, cause, or effect. Ebbinghaus decided to test the
effect of association on memory, recording the results mathematically to see if memory follows
verifiable patterns.In 1885 he published Memory: A Contribution to Experimental Psychology.
He was made a professor in the same year, probably in recognition of this publication. In 1886,
he established and opened an experimental psychology laboratory at the University of Berlin for
purposes of psychological research and study. In the years following, Ebbinghaus co-founded
the Zeitschrift fur Psychology und Physiologie der Sinnersorgane (Journal of Psychology and
Physiology of the Sense Organs), a literary establishment often credited with the international
advancement of psychological study.Ebbinghaus started by memorizing lists of words and
testing how many he could recall. To avoid the use of association, he then created 2,300
“nonsense syllables”, all three letters long and using the standard word format of
consonant-vowel-consonant: for example, “ZUC” and “QAX”. Grouping these into lists, he
looked at each syllable for a fraction of a second, pausing for 15 seconds before going through
a list again. He did this until he could recite a series correctly at speed. He tested different
lengths and different learning intervals, noting the speed of learning and forgetting. Ebbinghaus
found that he could remember meaningful material, such as a poem, ten times more easily than
his nonsense lists. He also noted that the more times the stimuli (the nonsense syllables) were
repeated, the less time was needed to reproduce the memorized information. Also, the first few
repetitions proved the most effective in memorizing a list.
When looking at his results for evidence of forgetting, Ebbinghaus found, unsurprisingly, that he
tended to forget less quickly the lists that he had spent the most time memorizing, and that
recall is best performed immediately after learning. Ebbinghaus also uncovered an unexpected
pattern in memory retention. He found that there is typically a very rapid loss of recall in the first
hour, followed by a slightly slower loss so that after nine hours, about 60 percent is forgotten.
After 24 hours, about two-thirds of anything memorized is forgotten. Plotted on a graph, this
shows a distinct “forgetting curve” that starts with a sharp drop, followed by a shallow shape. On
other hand Ausubel’s theory is concerned with how individuals learn large amounts of
meaningful material from verbal/textual presentations in a school setting (in contrast to theories
developed in the context of laboratory experiments). According to Ausubel, learning is based
upon the kinds of superordinate, representational, and combinatorial processes that occur
during the reception of information. A primary process in learning is subsumption in which new
material is related to relevant ideas in the existing cognitive structure on a substantive,
non-verbatim basis. Cognitive structures represent the residue of all learning experiences;
forgetting occurs because certain details get integrated and lose their individual identity.

A major instructional mechanism proposed by Ausubel is the use of advance organizers:These

organizers are introduced in advance of learning itself, and are also presented at a higher level
of abstraction, generality, and inclusiveness; and since the substantive content of a given
organizer or series of organizers is selected on the basis of its suitability for explaining,
integrating, and interrelating the material they precede, this strategy simultaneously satisfies the
substantive as well as the programming criteria for enhancing the organization strength of
cognitive structure.”
Ausubel emphasizes that advance organizers are different from overviews and summaries
which simply emphasize key ideas and are presented at the same level of abstraction and
generality as the rest of the material. Organizers act as a subsuming bridge between new
learning material and existing related ideas.Ausubel’s theory has commonalities with Gestalt
theories and those that involve schema (e.g., Bartlett< ) as a central principle. There are also
similarities with Bruner’s “spiral learning” model , although Ausubel emphasizes that
subsumption involves reorganization of existing cognitive structures not the development of new
structures as constructivist theories suggest. Ausubel was apparently influenced by the work of
Piaget on cognitive development.

Experimental Design:
The aim of the experiment was to understand how performance is a function of what is learnt.
Subject I will be given list A (meaningless) to learn followed by List B (meaningful) and Subject II
will be first administered List B followed by List A. The subjects were asks to memorize the lists
that were given to them and they were given 30 seconds to memorize it and 1 minute for
recalling and trials were noted down. The randomised block design also known as within subject
design has been used in this experiment

Variables-
1) Independent variable:
Nature of material ( list of meaningful words and list of meaningless syllables)
2) Dependent variable:
● Numbers of trials taken to reach one errorless trial.
● Number of correct word recall per trial
3) controls:
● No feedback should be given to the subject .
● Environmental factors are to be controlled.
● AB-BA counterbalancing design is used to control order effect .
● Both list A and B should contain equal numbers of words / syllables ( 15 items in each
list).
● Both the list have equal difficulty level in terms of number of letter in each words /
syllables ( 5 letter each)
● Presentation of both the material should be shown for duration of exposure. ( 30
seconds ) and method of complete presentation .
● Recall of both the materials should have the same time duration ( 1 minutes ) and same
method( free recall method)

Materials Required:
The following materials were used in the experiment:

● List of 15 meaningful words (each word has 5 letter)

● List of 15 meaningless syllables each syllables having 5 letters
● Stop watch
● Pen
● Pencil
● Introspective sheet
● Record sheet

Sample frame
a. Inclusion criterion –
● Individuals between the age of 18 to 30
b. Exclusion criterion –
● Individuals who are below the age of 18
● Individuals who are above the age of 30
● Individuals who have to learn disability
● Individuals who are visually impaired
● Individuals who are mute

SUBJECT PROFILE
SUBJECT 1 ( AB design)
AGE : 18
GENDER: Male
SUBJECT 2 (BA design)
AGE: 29
GENDER: Female

PROCEDURE
Rapport Formation
Sample 1: The first subject was quite friendly, which facilitated the building of rapport. A bit of an
enthusiast with a curious mind , which made the experiment procedure in work smoothly .
Clarification of experiment were given to make the subject at ease , and then the experimenter
began to describe the experiment so that the conduction went successfully.

Sample 2 : The subject was nervous at first as she never have participated in any type of
experiment and was worried about the performance , then she was informed that it is to just
survey her retention capacity and comforted her stating that she will do well , with that the
experiment began

INSTRUCTIONS:
The following instructions were given to the subject,
“The experiment will be conducted in two sessions A and B .
Instructions for session A are:
You will be given a list of string of letters, your task is to read the string of letters. Your task is to
read the string of letters carefully and try to memorise them. For this you will be given 30
seconds. After this you have to try and recall as many strings of letters as you can. For this you
will be given 1 minute. We will start when you are ready.
Instructions for session B are:
You will be given a list of words, your task is to read the list of words carefully and try to
memorise them. For this you will be given 30 seconds. After this you have to try and recall as
many words as you can. For this you will be given 1 minute. We will start when you are ready.”

Actual Procedure
Sample 01
After successfully establishing a rapport with subject 01, the experiment was conducted.The AB
format was utilized, and the subject was given meaningless phrases to remember for 30
seconds before having one minute to recall and write them down. This is expected to go on until
there are 15 accurate words in the trial. thereafter the meaningful words were introduced to
them and the same procedure was followed. Procedures were followed as per the instructions

Sample 02
After the formation of rapport with the subject , instructions were given about how to perform the
experiment, with a comprehensible understanding the experiment was set about and the
experimenter started carrying out the procedure .BA format was used, and the subject was
shown meaningful words that she had to memorise in 30 seconds, recall in a minute, and then
write down in a minute, up until there were 15 correct answers. then the similar process for
meaningless syllables. Procedures were followed as per the instructions
RESULTS
Introspective report-
Sample 01
1. Which list was easier for you to learn?
The meaning words one was the easiest to remember
2. Did you use any strategy to learn each of the list?
Yes ! Whenever i face difficulties i learn things in parts or blocks
3. Did you face any difficulty in learning any of the lists?
Yes while learning the meaningless words it was hard as it didnt make any sense and was
difficult to recall
Sample 02
1. Which list was easier for you to learn?
Meaningful words
2. Did you use any strategy to learn each of the list?
No
3. Did you face any difficulty in learning any of the lists?
Yes , i was unable to recall words from both the list but the most difficult was the senseless
words

SCORING AND INTERPRETATION:

Qualitative method-
Subject 01
According to the introspective report, learning meaningful words was easier for them, and he
memorize list by breaking them into block we can also say he use the method of chunking to
learn the list . Learning meaningless words, however, proved to be the a bit of challenging .
Subject 02
According to the introspective assessment, remembering meaningful words was alsodifficult for
her, but remembering meaningless ones was considerably more demanding . The respondent
didn't apply a specific learning strategy to accelerate her learning.
Quantitative method-
Table 1: Table showing correct responses per trial for both subjects-

SUBJECT 1 SUBJECT 2

TRIAL SESSION A SESSION B SESSION A SESSION B

1 3 11 7 1

2 4 4 6 5

3 4 2 2

4 2 2

5 2 2
 6 1

7 1

8 1

10

11

Table 2: Table showing total number of trials and average trials for meaningful and
meaningless material:

Nature of learning subject 1 subject 2 average trials

material

meaningful 2 3 2.5

meaningless 5 8 6.5
Z Score

SR.NO X x-X (x-X)2

1 3 -3.1 9.6

2 4 -2.1 4.4

3 7 0.9 0.8

4 2 -4.1 16.8

5 4 -2.1 4.4

6 3 -3.1 9.6

7 3 -3.1 9.6

8 11 4.9 24

9 2 -4.1 16.8

10 2 -4.1 16.8

11 3 -3.1 9.6

12 6 -0.1 0.01
13 3 -3.1 9.6

14 2 -4.1 16.8

15 4 -2.1 4.4

16 5 -1.1 1.2

17 13 6.9 47.6

18 10 3.9 15.2

19 5 -1.1 1.2

20 9 2.9 8.4

21 5 -1.1 1.2

22 13 6.9 47.6

23 15 8.9 79.2

24 6 0.1 0.01

25 6 0.1 0.01

26 16 9.9 98

27 9 2.9 8.4

28 6 -0.1 0.01

29 5 -1.1 1.2

30 8 1.9 3.6

31 2 -4.1 16.8

32 5 -1.1 1.2

33 4 -2.1 4.4

34 3 -3.1 9.6

35 3 -3.1 9.6

36 5 -1.1 1.2

37 4 -2.1 4.4

38 8 1.9 3.6

39 7 0.9 0.8
40 2 -4.1 16.8

41 4 -2.1 4.4

42 3 -3.1 9.6

43 7 0.9 0.8

44 1 -5.1 26

45 2 -4.1 16.8

46 5 -1.1 1.2

47 10 3.9 15.2

48 8 1.9 3.6

49 8 1.9 3.6

50 7 0.9 0.8

51 4 -2.1 4.4

52 10 3.9 15.2

53 4 -2.1 4.4

54 12 5.9 34.8

55 4 -2.1 4.4

56 8 1.9 3.6

57 10 3.9 15.2

58 4 -2.1 4.4

59 10 3.9 15.2

60 6 -0.1 0.01

TOTAL= 370
Mean=6.1

Mean = 6.1
SD= 3.42

Z- score of meaningless condition A

SR NO. x x-x̄ (x-x̄)2 z score= x-x̄/sd

1 5 -3.1 9.6 -0.9

2 13 4.9 24.01 1.4

3 10 1.9 3.6 0.5

4 5 -3.1 9.6 -0.9

5 9 0.9 0.81 0.2

6 5 -3.1 9.6 -0.9

7 13 4.9 24.01 1.4

8 15 6.9 47.6 2.0

9 6 -2.1 4.4 -0.6

10 6 -2.1 4.4 -0.6

11 16 7.9 62.4 2.3

12 9 0.9 0.81 0.2

13 6 -2.1 4.4 -0.6

14 5 -3.1 9.6 -0.9

15 8 -0.1 0.01 -0.0

16 5 -3.1 9.6 -0.9

17 10 1.9 3.6 0.5

18 8 -0.1 0.01 -0.0

19 8 -0.1 0.01 -0.0

20 7 -1.1 1.2 -0.3

21 4 -4.1 16.8 -1.2

22 10 1.9 3.6 0.5

23 12 3.9 15.2 1.1

24 4 -4.1 16.8 -1.2

25 4 -4.1 16.8 -1.2

26 10 1.9 3.6 0.5

27 8 -0.1 0.01 -0.0

28 10 1.9 3.6 0.5

29 4 -4.1 16.8 -1.2

30 10 1.9 3.6 0.5

x̄= 8.1
SD= 3.3

Z score graph of meaningless data

Z-score of meaningful data condition B

SR NO. x (x-x̄)2 z score= x-x̄/sd x-x̄

1 2 3.6 -0.8 -1.9

2 5 1.2 0.5 1.1

3 4 0.01 0.04 0.1

4 3 0.8 -0.4 -0.9

5 3 0.8 -0.4 -0.9

6 5 1.2 0.5 1.1

7 4 0.01 0.04 0.1

8 8 16.8 1.8 4.1

9 7 9.6 1.4 3.1

10 2 3.6 -0.8 -1.9

11 4 0.01 0.04 -0.1

12 3 0.8 -0.4 -0.9

13 7 9.6 1.4 3.1

14 1 8.4 -1.3 -2.9

15 2 3.6 -0.8 -1.9

16 3 0.8 -0.4 -0.9

17 4 0.01 -0.04 -0.1

18 7 9.6 1.4 3.1

19 2 3.6 -0.8 -1.9

20 4 0.01 -0.04 -0.1

21 3 0.8 -0.4 -0.9

22 3 0.8 -0.4 -0.9

23 11 50.4 3.2 7.1

24 2 3.6 -0.8 -1.9

25 2 3.6 -0.8 -1.9

26 6 4.4 0.9 2.1

27 3 0.8 -0.4 -0.9

28 3 0.8 -0.4 -0.9

29 2 3.6 -0.8 -1.9

 30 4 0.01 -0.04 -0.1

x̄= 3.9
SD= 2.2

Z -score graph of meaningful list

Discussions :

The objective of the experiment was to compare the speed of learning of meaningful and
meaningless materials . Learning can be defined as relatively permanent change in
thebehaviour or attitude of a person over time. Two list were used learning of meaningful words
and meaningless syllable and AB-BA design was,. There were 15 words and 15 syllables and
the subject were given 30 seconds to learn the list and 1 minute to free-recall it and spell the
words . The study uses counterbalancing approach .
As per the result we , it was seen that both the subjects were able to memorize meaningful
more quickly than the meaningless syllables. To ensure that no errors occurred, the AB BA
format of counterbalancing was used, and even though the results were consistent, both
subjects required additional trials to obtain correct responses. We even can say that age
difference also play an important role in free recalling as the younger subject was able recall
both meaningful words and meaningless syllable faster than the subject twoThere could be a
number of reasons for this, including the fact that meaningful words allow individuals to
associate more appropriately, which aids in the process of remembering and recalling, whereas
words with weak associations frequently fail to recall. A serial-position effect is another possible
reason for the result.For this experiment two subjects were used one male from 1st year
(English) and one female from Co-operate sector. The subject ‘A’ did meaningful words in 2
trials and for meaningless syllables it took 5 trials and for subject ‘B’ it took 8trials for meaningful
words and it took 3 trials for meaningless trials and the average of both the subject is for
meaningful it is 2.5 and for meaningless it is 6.5 and th. Meaningful material is found to be
easier to learn than meaningless material and there will be point of subjectivity equality .

CONCLUSION:

Based on the experiment we can conclude that younger subject memorise the list faster than
the older subject and it was less challenging to learn the meaningful list than non sense
syllables,The hypothesis is accepted since both of the subject took less trials in learning
meaningful words than meaningless syllables and there is the differences in result since two
subjects were used so point of subjective equality can be seen . The method of free recall and
counterbalancing was used.

LIMITATION:
● Sample size was small
● The experiment was conducted on two subjects
● Noise was not fully controlled
● Age difference
● Since sample size is small result cannot be generalised
● There were gender differences
IMPLICATIONS
● Improving the retrieval of information from external sources
● Short term memory for complex meaningful configuration : a demonstration of capacity
● Cognitive structure and the facilitation meaningful verbal learning

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● https://www.researchgate.net/publication/350822778_Meaningful_Versus_Meaningless_
Sounds_and_Words_A_False_Memories_Perspective
● https://www.slideshare.net/Humazille/learning-efficacy-of-meaningful-and-meaningless-v
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rialdocx/
● https://www.rotman-baycrest.on.ca/files/publicationmodule/@random45f5724eba2f8/Sca
ndJPsychol64_5_209.pdf

APPENDIX