A Replication of Landry & Bartling et al. 2011

Our study is a replication of Landry & Bartling (2011). The aim is to determine whether the engagement in an articulatory suppression task (engaging the phonological loop) and short term memorization (engagement of the central executive and a little of the visuospatial sketchpad) increases the recall of letters among high school students. This concept is very intriguing as it can provide insight to how memorization can be optimized with or without engaging in two parts of the Working Memory Model, whether it is what we learn in school, or looking at people who are bilingual, or learning a second language (Liu et al., 2016). This evidence could be used to support developments in memorization techniques in schools and in a student’s personal life.