“Man Sentence” Elaboration Demonstration

Demo for Elaborative Interrogation, from Mark McDaniel.

(This explanation is for the instructor. It can be discussed with the students after the demonstration. The purpose of this exercise is for students to experience the difficulty of recalling arbitrary information (rote study), and to show how elaboration that gives meaning to new information makes it easier to recall later.)

First, introduce the exercise to students:

This is a test of your ability to remember a dozen simple actions. For example:

“The cold man bought grass seed.”
“The pale man changed his shirt.”

I will read 12 such statements, and then give a memory quiz. Do not take notes. Just listen and memorize.
Present the rote-study sentences.

(Read one sentence at a time, lingering for a few seconds, and instruct students to try to learn the sentences without making written notes. If you want a more striking effect you could instruct students to repeat the sentences to themselves.)
1. The short man bought the broom
2. The brave man gave the money to the robber
3. The fat man read the sign
4. The tall man bought the crackers
5. The thin man found the scissors
6. The rich man picked up the chair
7. The dying man used a feather
8. The kind man ate dinner
9. The bald man used the phone
10. The frightened man ironed the sheet
11. The dishonest man looked closely at the wrapper
12. The smart man went to work
Next, give the test (without a delay).

(Ask students to take a blank sheet of paper and make a list numbered 1-12, where they will write their answers as you ask the test questions. NOTE: The test questions below are in random order.)
1. Who found the scissors?
2. Who used the phone?
3. Who bought the broom?
4. Who read the sign?
5. Who looked closely at the wrapper?
6. Who ironed the sheet?
7. Who gave the money to the robber?
8. Who used a feather?
9. Who went to work?
10. Who ate dinner?
11. Who picked up the chair?
12. Who bought the crackers?
Read the students the answers and ask them to score their responses:
1. The thin man found the scissors
2. The bald man used the phone
3. The short man bought the broom.
4. The fat man read the sign
5. The dishonest man looked closely at the wrapper
6. The frightened man ironed the sheet
7. The brave man gave the money to the robber
8. The dying man used a feather
9. The smart man went to work
10. The kind man ate dinner
11. The rich man picked up the chair
12. The tall man bought the crackers
Move on to the elaboration-study test.

Explain that there will be a new list of arbitrary actions. For each of these actions, ask the students to elaborate by imagining a reason for the action. For example:
The hungry man got into the car ...
to go to the restaurant.

The brave man ran into the house ...
to save the boy from the fire.
Present the elaboration-study sentences:
1. The sad man looked at his new boat
2. The artistic man put down the knife
3. The sleepy man bought the mug
4. The evil man wound up the clock
5. The blind man hit the flea
6. The bearded man threw out the coupon
7. The one-legged man flicked the switch
8. The religious man used the saw
9. The long-haired man looked for the pole
10. The Irish man counted the leaves
11. The weak man thanked the check-out girl
12. The patriotic man memorized the words
Give the next test, without delay:
1. Who used the saw?
2. Who put down the knife?
3. Who memorized the words?
4. Who bought the mug?
5. Who threw out the coupon?
6. Who looked at his new boat?
7. Who hit the flea?
8. Who counted the leaves?
9. Who looked for the pole?
10. Who flicked the switch?
11. Who thanked the check-out girl?
12. Who wound up the clock?
Read the students the answers and ask them to score their responses:
1. The religious man used the saw
2. The artistic man put down the knife
3. The patriotic man memorized the words
4. The sleepy man bought the mug
5. The bearded man threw out the coupon
6. The sad man looked at his new boat
7. The blind man hit the flea
8. The Irish man counted the leaves
9. The long-haired man looked for the pole
10. The one-legged man flicked the switch
11. The weak man thanked the check-out girl
12. The evil man wound up the clock
Discuss the demonstration.

Poll the students’ scores. Did they perform better in one test than the other?

Using elaboration during study (for example, creating meaning or associating the new material with retrieval clues like visual images) is shown to help later recall. Did they experience this themselves?

“Man Sentence” Elaboration Demonstration

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