Effective Instructions on Recall

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Effective Instructions on Recall

Abstract

A study was conducted involving fifty students, randomly selected,

that learned three lists of ten nouns. It was expected that the group

receiving narrative instructions would score higher than the group

receiving the repetition instructions. Two minutes was allowed for

each list. The control group was assigned to learn the list of words

by repeating them. The other group was randomly distributed tests with

instructions that said to make a narrative out of the nouns given in

order, so that they could be recalled in that order. The test was

conducted to confirm that instructions would aid the processes of

retention and recall in memory, according to the levels of processing

theory. It was found that the hypothesis was supported and the mean of

the control group was 10.80 and the mean of the narrative group was

20.44 out of 30.00. The F ratio was higher than 2.7, displaying that

the groups had significantly different results. The results are

discussed based upon past research, implications for future research,

implications in other fields or in practice and limitations of the

experiment.

Effective Instructions on Recall

================================

Memory is the mental faculty of retaining and recalling past

experiences. It is what allows us to function and complete many

difficult tasks. Memory is also the crucial element in learning new

information and because it is so important to almost every aspect of

our lives; memory has become the subject of heavy research.

Psychologists today study the processes of memory to discover learning

methods that enhance the ability t...

... middle of paper ...

...ber in lists) to help make

representations of their products more 'meaningful' in our memory. By

combining many forms of pleasure with products companies can further

use (or abuse) our techniques of learning and memory. Further study in

the field of effective instructions on memory recall may open up even

more possibilities, making the life of all students easier and

enhancing the techniques used and overall interaction between teacher

and pupil.

References

Bower, G.H. & Clark, M.C. (1969). Narrative stories as mediators of

serial learning. Psychonomic Science, 14, 181-182.

Craik, F.I.M., & Lockhart, R.S. (1972), Levels of processing: A

framework for memory research, Journal of verbal learning and verbal

behavior, 11, 671-684.

Weiton, W. (2004). Psychology: Themes and variations. Wadsworth:

Toronto.

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