Twenty middle and high school students within the age of thirteen and seventeen were tested to know how best teenagers are with memory recall, both verbally and visually. Participants were selected using convenience sampling; posters were distributed to the schools and interested students signed in the principal’s office. The methods section discussed how the experiment was conducted; the participants were given stories that incorporated two genres. Half of the participants were given the story to read, while the other half learned the story verbally. The experiment was later conducted in three fold; (Participants’ had different stories but the same genres’ each testing time). First part was immediate testing after first reading, which lasted
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As a researcher, visual learning is a big part of my academics, and it was important to investigate how visual learning and auditory learning compares with each other. Memory is one of the most fundamental processes in the human body and in this paper, we will examine how important it is. Eva Pirogovsky, Paul E. Gilbert and Claire Murphy (2006) writes, “Recall and recognition memory for odors are poorer in children than adolescents. In addition, children perform worse than young adults on source memory tasks using visual and auditory stimuli”. While the aforementioned research was focused on studying odors and source stimuli to stimulate recall in children and young adults, our experiment will focus on the visual and auditory aspect of memory recall in teenagers. For this experiment, the hypothesis was that the teenagers within the age of thirteen to fifteen will have higher average scores than the older teenagers between the ages of fifteen to …show more content…
E., Bayen, U. J., and Martin, C. (2010), purpose was to investigate the cognitive process that underlies in the age difference and may also explain the developmental differences in prospective in memory from school age to young adulthood. The sample participants were 168 in total, (Fifty children 7 years of age (29 girls, 21 boys), 53 children 10 years of age (29 girls, 24 boys), and 36 young adults (19 women, 17 men). The methodology of the experiment was there were two memory conditions in the experiment, similar to having a control group and an experimental group. All the participants were asked to complete blocks of tasks, “In Block 1, all participants perform the ongoing task alone […] [providing] a baseline measure to ensure that our conditions are well matched at the outset […] Block 2 of the ongoing task differed as a function of condition. For participants in the prospective memory condition, the prospective memory task is embedded in the Block 2 of the ongoing task.” (Smith et al. 2010). The authors hypothesized that there would be difference between all three age groups with the performances, and the results of the experiment supported the hypothesis. Another experimental study which aim was to examine how odors and items triggers memory in children and young adults. Pirogovsky, Eva, Paul E. Gilbert and Claire Murphy (2006) purpose of their experiment was to “investigate the development of source and item memory for olfactory and
As a researcher, visual learning is a big part of my academics, and it was important to investigate how visual learning and auditory learning compares with each other. Memory is one of the most fundamental processes in the human body and in this paper, we will examine how important it is. Eva Pirogovsky, Paul E. Gilbert and Claire Murphy (2006) writes, “Recall and recognition memory for odors are poorer in children than adolescents. In addition, children perform worse than young adults on source memory tasks using visual and auditory stimuli”. While the aforementioned research was focused on studying odors and source stimuli to stimulate recall in children and young adults, our experiment will focus on the visual and auditory aspect of memory recall in teenagers. For this experiment, the hypothesis was that the teenagers within the age of thirteen to fifteen will have higher average scores than the older teenagers between the ages of fifteen to …show more content…
E., Bayen, U. J., and Martin, C. (2010), purpose was to investigate the cognitive process that underlies in the age difference and may also explain the developmental differences in prospective in memory from school age to young adulthood. The sample participants were 168 in total, (Fifty children 7 years of age (29 girls, 21 boys), 53 children 10 years of age (29 girls, 24 boys), and 36 young adults (19 women, 17 men). The methodology of the experiment was there were two memory conditions in the experiment, similar to having a control group and an experimental group. All the participants were asked to complete blocks of tasks, “In Block 1, all participants perform the ongoing task alone […] [providing] a baseline measure to ensure that our conditions are well matched at the outset […] Block 2 of the ongoing task differed as a function of condition. For participants in the prospective memory condition, the prospective memory task is embedded in the Block 2 of the ongoing task.” (Smith et al. 2010). The authors hypothesized that there would be difference between all three age groups with the performances, and the results of the experiment supported the hypothesis. Another experimental study which aim was to examine how odors and items triggers memory in children and young adults. Pirogovsky, Eva, Paul E. Gilbert and Claire Murphy (2006) purpose of their experiment was to “investigate the development of source and item memory for olfactory and