Enhancing Memory Using ColoursAmong Malays in Malaysia Mood (PANAS). Age group • DV: Memory • Extraneous: Colour blindness. Words & Numbers. Language use .Variable • IV: Colour. • To determine whether words or numbers effect memory. .Objective • To examine how colours effect memory. • To investigate how age can effect memory. • To examine how mood effects memory. Research Problem • Does colour effects memory? • Does word or number effects memory? • Does mood effects memory? • Does age effects memory? . Literature Review . 1999. Crystal D. 1955) . 1993. Murnane & Phelps. 2010) No general effect of colored paper on exam performance (Michael & Jones. 1994. • • • • • Elliot and Maier (2007) explore the role of the use of red on intellectual performance and found that the color red negatively impacts performance in achievments contexts the color red in a given context will invoke avoidance behavior and aggression (Jennifer et all. Martinez. • Sinclair. and Mark (1998) found that students taking an exam on blue paper outperformed students taking the exam on red paper • Skinner (2006) found that students taking exam on white. Texas State University. or green paper outperformed students taking exam on red or yellow paper. 6 January 2010 American Journal Of Psychological Research Pro Contra • Identical background or foreground colors at presentation and test times will lead to enhaced recognition (Dulsky. Oberle. 1935. 2002) • Jacobs and Blandino (1992) found that students takin an exam on red or yellow paper out performed students taking the exam on white. 2010).. the color of the paper does not serve as a sufficiently strong retrieval cue (Jennifer et all.. or green paper. and Jon G. Wichmann et all. Thompson Jr. Weiss & Margolius . Soldat.. blue. 1954.. 2010) No effect of the color of paper on which the exam was printed (Jennifer et all.Effects of Color on Memory Encoding and Retrieval in the Classroom Jennifer V. blue. • Greene et al. Exposure to warm colors will not have such an impact and therefore might not cause enough arousal to trigger the corresponding increase in memory. Department of Psychology Journal of Undergraduate Research X (2007) Pro • Faber Birren (1950) that warm colors. • McConnohie (1999)found that the slideshow with the white background resulted in higher retention rates both immediately. Wolters and Goudsmit (2005) study. • Otani et al. such as red and yellow. increase arousal more than cool colors. This would be an expected result since blue and green are both cool colors and therefore won’t have as much Contra • • Huchendorf (2007) found that there was no significant difference for percent recall among color categories. they were testing recall based on very arousing and traumatic events. (2006) found that color increased the recognition of the natural scenes by approximately 5%. • Spence et al. and one hour after viewing the slideshow. (1983) found that yellow and orange (warm colors) elicited more arousal than other colors like brown and gray. (2007) found that the participants appropriately rated the arousing story as more arousing. such as green and blue. More importantly they found that recognition for the more arousing story was significantly higher than recognition for the neutral story.The Effects of Color on Memory Lynnay Huchendorf Faculty Sponsor: Melanie Cary. . as did color and shape individually The main effects for each element alone on comprehension were significant. that this design factor was able to induce positive emotions that had a statistically significant effect on enhancing comprehension Shape was most effective in facilitating transfer learning when used with neutral colors. but not for color. or . Steffi Heidigb. motivation. Plassa. although we could only confirm for shape. but did not facilitate transfer Shape and color were not found to uniquely contribute to cognitive load or measures of satisfaction. Enjoon Umd 28 February 2013 Learning and Instruction PROS CONS Results of learning outcome measures in Study 2 replicated findings from Um et al. Bruce D.Emotional design in multimedia learning: Effects of shape and color on affect and learning Jan L. Haywarda. Elizabeth O. Homerc. (2011) and Study 1 in showing that emotional design that employed both round shape and warm color resulted in increased comprehension. 1994. and semantic information that enables objects to be distinguished from one another (e. or colour (see e. 1991. for reviews). In contrast.g.. and colleagues have proposed that the null effects of these perceptual variables on implicit memory performance are mediated by representations that describe an object’s shape (i. Schacter. 1992).The role of colour in implicit and explicit memory performance David Vernon and Toby J. Lloyd-Jones JOURNAL OF EXPERIMENTAL PSYCHOLOGY. the explicit recognition performance following stimulus transformations has been interpreted as evidence that the object representations mediating explicit memory encode and are sensitive to spatial. size.e.g.. 1998.. temporal. . Schacter & Buckner. contextual. its component parts and spatial relations) and that do not code specific features such as orientation.2003 pro con Biederman.. Cooper et al. Schacter. Biederman & Cooper. is sensitive to such transformations. Explicit test performance. unless such changes compromise the ability to identify object shape (e.g. 1991. and colour. Cave. colour information is not included as part of the implicit memorial representation mediating performance. . left–right reflection. 1996. We suggest that on the initial encounter with a natural diagnostically coloured object. when an object need only be named at retrieval. 1997). whereby performance is slowed or less accurate following perceptual change. Cooper. 1996. colour information is encoded and activates stored colour representations. therefore.. Mapelli & Behrmann. however. is that when focal attention and a conscious effort are made to relate object shape and colour at retrieval. Bost.pro con studies have shown that stored knowledge of object colour may play a greater role in implicit recognition than presence of colour in the display (Joseph & Proffitt. size. location. Biederman & Cooper. contrast. However stored colour information may or may not be retrieved to aid subsequent implicit performance depending on the requirements of the retrieval task. colour information is included as part of the representation that mediates priming for unchanged objects In contrast. Priming is generally insensitive to study to test transformations in pattern. luminance. & Cobb. Jakobson. 2000. of colour in the display (Joseph & Proffitt. in the case of banana and polar bear. 1988.. & Luebker. Wurm. Williams & Tanaka. and when colour provides a diagnostic cue for object identity (e. Stored knowledge of object colour 1999. implicit recognition than presence 1988). & Servos.g. Humphrey. 1988. Gegenfurtner & Rieger. Legge. Price & Humphreys. (2001) propose that Behrmann. Davidoff& Ostergaard. or incorrect colour (Biederman&Ju. 1999. 1985). Ostergaard & Davidoff. Isenberg. Goodale. may play a greater role in although see Biederman & Ju. black and white. correct colour can be useful in discriminating between objects when they are perceptually similar (as in the case of living things. Tanaka & Presnell. 1997). 1996. 1997). 1993) or perceptually ambiguous (Mapelli & Behrmann.implicit recognition times are unaffected by presenting objects in their correct colour. 1989. Mapelli & Tanaka et al. 1994. implicit recognition may be jointly determined by the bottomup influence of perceptual colour . . • Children have better memories than older people.HYPOTHESES • Red colour helps in enhancing memory. • Words are easier to be memorize compared to numbers • Negative emotion helps in enhancing memory. Theory berkaitan / hypothesis/ objective • Trichromatic Theory • The Opponent-Processes Theory of Colour Vision • Retinex Theory . Operational Definition • Colour: Warm. stored. and retrieved. Cool and Neutral Colours • Memory: the process in which information is encoded. • Children: • Adolescent: • Late Adult & Old Age: . Answer sheet. 18(Late Adult & Old Age) • Target: 27 Female and 27 Male (Malay) • Apparatus: Colour paper with syllable nouns printed on.Research Design • Subject: 18Children. Colour paper with arithmetic task. Envelope . Consent Form. 18Adolescence. stopwatch. they filled out a demographic questionnaire. Then. 3.Procedure 1. The first page of the packet had a list of twenty common 1-3 syllable nouns. such as chair and button. 5. 6. 4. Participants were randomly assigned into one of three colour conditions: red. . Participants were instructed that they would be given five minute to study these words. They were given two minutes to do this. green and the control condition. Informed consent is distributed to all participants and participants are asked to provide standard demographic information. They were then asked to turn the page and work on a 3-digit multiplication task for two minute. the next sheet was a blank page on which they were asked to recall as many words as they could. Each participant received an envelope. 2. Finally. Research Plan Activities\ week Decide title of experiment Overview of experiment project Collection Related Materials Proposal Writing of Literature Review Proposal Writing of Methodology Submission of Proposal Start Lab Experiment Statistical Analysis Writing Final Report 1 2 3 4 5 6 7 8 9 10 1 1 1 2 1 3 14 .