pant, I asked her to list all prime number from 1-100. Because she finished this exercise before the 15min were up, I had her do various addition and division problems using the prime numbers. When the time was up, I handed her a piece of paper and asked her to write down as many words as she could recall from the list she had memorized. Once that was done, and because she successfully recalled all 11 words, I thanked her and informed her that the experiment was over. ResultsThe results that follow are based on the information gathered from the whole class. An alpha level of .05 was used for all statistical tests. With that in mind, I found there was no significant difference in the number of trials it took for the HS (M=9.71, SD=4.2) and LS (M=10.43, SD=3.75) groups to learn the words, t (26) = -0.456, p = 0.651, two-tail. Also, there wasn’t any significant difference in the number of items recalled after the distraction period for the HS (M= 9.36, SD=1.67) and LS (M= 9.71, SD=1.28); t (26) = -0.61, p = 0.546, two-tailed. In addition, there also was no significant difference between the HS (M=2.21, SD=1.03) and LS (M=1.93, SD=1.61) in the number of trials it took for them to Verbal Learning 5re-learn the original list: t (26) = 0.538, p = 0.595, two-tailed. However, there was a significant difference in education where t = 2.325, p = 0.028, but there was no significant difference for age, t (26) = 1.858, p = 0.075. Both my participants showed no significant difference in savings (both at 100% savings). For the whole group, although the LS (M=78.26) had a higher savings than HS (M=69.92), there was no significance there either with t (26) = -1.002, p = 0.326. DiscussionAlthough previous data suggest that significant difference should have been found between both groups (Walker, 1996), I was unable to show that in this experiment. In fact the only place where I did find significant difference was in seeing if my groups ...
