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Volume 14, Issue 3 (Autumn 2012)
Advances in Cognitive Sciences 2012, 14(3): 41-50 |
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achak O, Zare H, sarmady M, farajollahi M. The Study of Context Effect in Recall and Recognition Tests on Everyday Students' Memory Performance. Advances in Cognitive Sciences 2012; 14 (3) :41-50
URL: http://icssjournal.ir/article-1-493-en.html
URL: http://icssjournal.ir/article-1-493-en.html
The Study of Context Effect in Recall and Recognition Tests on Everyday Students' Memory Performance
1- in distance education of Payame noor University, Tehran, Iran.
2- Faculty of Payame noor University PH.D in cognitive psychology, Tehran, Iran.
3- Faculty of Payame noor University PH.D in history and philosophy of education, Tehran, Iran.
4- Faculty of Payame noor University PH.D in curriculum, Tehran, Iran.
2- Faculty of Payame noor University PH.D in cognitive psychology, Tehran, Iran.
3- Faculty of Payame noor University PH.D in history and philosophy of education, Tehran, Iran.
4- Faculty of Payame noor University PH.D in curriculum, Tehran, Iran.
Abstract: (2975 Views)
Objective: This research examines the role of memory test (recall & recognition) and context of the content on everyday students' memory performance.
Method: Using random clustered sampling 128 students in boukan payame noor university, in law, computer, consulting and education subjects, were divided to 4 groups, completely randomly sampling. There is no significant difference in Wechsler's clinical memory test. Everyday memory was examined using educational content about quantum physics. 4 groups of questions were extracted using table of specification. A 2×2 factor design (two recall & recognition and two internal & external context of the content.
Results: ANOVA results showed significance interaction between test type and context on the everyday memory performance(P<0.05& f=4.226) and no significance effect of test type and context factors. In other words internal conceptual context of the content leads to a better function of everyday memory.
Conclusion: Research conclusion emphasized the internal conceptual context of content in recognition tests and external context of the content in recall tests, in order to more students' achievement.
Method: Using random clustered sampling 128 students in boukan payame noor university, in law, computer, consulting and education subjects, were divided to 4 groups, completely randomly sampling. There is no significant difference in Wechsler's clinical memory test. Everyday memory was examined using educational content about quantum physics. 4 groups of questions were extracted using table of specification. A 2×2 factor design (two recall & recognition and two internal & external context of the content.
Results: ANOVA results showed significance interaction between test type and context on the everyday memory performance(P<0.05& f=4.226) and no significance effect of test type and context factors. In other words internal conceptual context of the content leads to a better function of everyday memory.
Conclusion: Research conclusion emphasized the internal conceptual context of content in recognition tests and external context of the content in recall tests, in order to more students' achievement.
Type of Study: Research |
Subject:
Special
Received: 2012/05/21 | Accepted: 2012/07/22 | Published: 2012/09/22
Received: 2012/05/21 | Accepted: 2012/07/22 | Published: 2012/09/22
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