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Google Effects On Memory Analysis

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The article, Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips, by Betsy Sparrow, Jenny Liu, and Daniel Wagner, examines how the Internet has become a form of transactive memory and how people rely on it to answer questions that are unknown to them. The explicit hypothesis for these experiments was when faced with difficult questions, are people inclined to look to the internet for the solution and what will they remember, “what the answer is” or “where they found the answer”? (Sparrow et al., 2001) The rationale for this experiment seems pretty reasonable due to the fact that the Internet plays a significant role in everyone’s live on a daily basis. The experiment also is both scientifically and medically …show more content…
During the recall test, participants would recall the best they could even if it was just partial statements. For the recognition test, the statements would appear on the screen and stay there until the participant made a decision. Even though all 20 statements would be present half of them would be the same while the other half would be altered. As far as the results, I would think that the younger adults would be able to recall more than the older adults but not enough to the point where there would be a significant relationship between the age and condition. For the recognition portion, I would think that the results would be very similar for both the younger adults and older …show more content…
So in another article I found it examines the relationship of direct forgetting and age. Working Memory capacity predicts listwise directed forgetting in adults and children examines the role of working memory capacity (WMC) in children and adults’ listwise directed forgetting (Aslan, Bauml, and Zellner, 2010). There were two experiments: experiment 1 testing young adults around the average age of 23 and the second experiment testing children in the 1st and fourth grade (Aslan et al., 2010). The participants study two lists of times and after the first list they were either cued to forget or continue to remember the list before studying the next list (Aslan et al., 2010). When asked later to recall, forget-cued participants showed impaired recall of List 1 and improved recall of List 2 (Aslan et al., 2010). The results showed that WMC is a major determinant of developmental changes in children’s directed forgetting efficiency, which increases with age (Aslan et al.,

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