matched to begin with. Unfortunately that information did not help. I found that although participants of the HS were more educated then the LS group, they did not performed better at the task in learning, recall or relearning. In the area of savings, I did find that the LS group had a slightly higher saving, however, not enough for significance and neither were there any difference in age for the two groups. Interestingly, both my participants commented now how they each had terrible memories, yet both showed 100% savings in the recall task. I decided to divide the participants according to types of jobs, as seen in figure 5 and found that a greater number of participants with ‘trade type’ jobs were in the LS group, but this did not seem to lower their scores as an average. In figure 1, we see that that shape of the curve is similar to the one shown by Walker (1996). In other words, the average number of errors were low at the beginning Verbal Learning 6and at the end of the list but high in-between. My 2nd participant was able to get a low number of errors on certain words in-between due to the types of words they were. For example I noticed that for the 5th word, ROF, she only miss twice. I believe that was due to the fact that it came after XEL which sounds very much like a program which she uses a lot as a secretary. This is an example of the Von Restorff effect. It is highly plausible that ‘XEL’ was not significantly noticeable to the rest of the participants, therefore, they didn’t experience the same effect. Another interesting note, I think, is that although my 1st participant took 15 trials to learn the original set of syllables, he was able to memorize the second set in just 4 trials leading me to believe that perhaps some students would perform better in a paired-association task. Finally, in comparing figures 2, 3, and 4, we can see a trend in the direction of the graphs, althou...
