A thesis submitted in partial fulfilment of - Queen Margaret University

Table 3.5
Preliminary Study Two
Total raw scores for delayed recall
(spoken and written names and skills)
Participant Gender Age Spoken Written Multiplechoice
Name Skill Name Skill Name Skill
GROUP A participants
GA1 Male 28;01 0 0 1 1 10 8
GA2 Female 24;11 0 0 1 1 10 10
GA3 Male 37;05 0 0 0 1 9 5
GA4 Female 41;08 0 0.5 0 0 10 9
GA5 Male 25;09 0 0 0 0.5 9 9
GROUP B participants
GB1 Male 39;02 0 0 1 0 10 9
GB2 Female 32;05 0 0 0 0.5 9 7
GB3 Male 53;09 0 0 0 0 8 7
GB4 Female 41;04 0 0 0.5 1 9 8
* GA1 = Group A participant 1 etc.
The same assessment procedure was followed as that in the immediate recall
(see section 3.3.2.1) and the results are presented in Table 3.5 above. Unlike
the immediate recall none of the participants from either Group A or Group B
were able to recall any of the names or skills for spoken recall (with the
exception of GA4 who recalled part of one skill). The written recall also reflected
this difficulty in recalling the new vocabulary with the range of scores varying
from 0 to 1 for both names and skills. However, all participants were better able
to complete the multiple-choice assessment and the range of scores varied
between 8 and 10 for name and 5 to 10 for skills. As with preliminary study one
delayed recall (see section 3.2.2.2) the multiple-choice task indicated that
participants had learned more information than they had demonstrated by
spoken recall alone.
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