The effect of abstract vs concrete words on recall on undergraduate students

The reason for selecting a different hypothesis was to study the impact of age, sex, education, or any other similar factors on recall of abstract words and concrete words.However, the result of the research was similar to the results of earlier studies, but the gap was not as wide as suggested by earlier researchers. The narrow gap between the recall of abstract words and concrete words suggest that age, sex and educational qualification can influence the research result if it is conducted extensively. This was not an extensive research and involved only 11 participants and only 15 abstract words and 15 concrete words. Hence, in an extensive research the results might draw some better conclusions about the ability of participants to comprehend and recall abstract words and concrete words depending on their age, sex, educational qualification etc.The aim of the research is to investigate the level of processing on the ability of a person and the effect of concreteness in recognising a word. It has been shown by many researchers that the meaning-based features which the concrete words have, make it easy for recalling the concrete words more accurately as compared to abstract words (Walker amp. Hulme, 1999, p. 1267). Similarly, the level of processing is also effective on recall significantly as a deep level of processing is responsible for better performance as compared to superficial processing (Weldon amp. Bellinger, 1997).This research is done for the biological psychology class and it involved 11 students of the class who were given two different sets of words. The first set of words where concrete words while the second set of words were abstract words. The students were asked to look at a screen displaying the set of concrete words for about 30 seconds and try to remember as many as word they could. After that they were stopped and told to write down as many as word they could remember. The same process was repeated for the set

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