Memory Improvement Using Mnemonics
Focusing on the needs of learners and promoting new and improved ways of memorizing essential information is a crucial step toward helping students to acquire relevant skills and knowledge successfully. Similarly, developing empathy is an important task that learners need to handle so that they could work in a team and take the needs of all stakeholders into account. However, the process of remembering necessary data may be hampered by a range of factors, which means that learners need to be provided with substantial assistance.
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Therefore, a quantitative study comparing the effects of the two frameworks in question needs to be carried out. Undergraduate students will be recruited from a local university as study participants.
The process of carrying out the study will involve several stages. First, the assignment will be explained to the research participants. Afterward, the latter will listen to a text read by the researcher. As soon as the reading is over, the participants will have to recall specific words mentioned in the text, each group using a different mnemonic device. A recent study indicates that a more detailed analysis of the existing methods for memorizing data should be carried out.
Particularly, Lovett and Pillow’s (1996) research shows quite clearly that there is a significant knowledge gap as far as the application of strategies based on memorizing facts and making a system of them is concerned. Therefore, the current frameworks used for enhancing memory-related processes must be utilized to their best potential. In their study, Lovett and Pillow (1996) emphasize that students and especially children must be taught to draw a line between repetitions as the means of remembering factual information and thorough, in-depth deconstruction of the available data so that it could be organized correspondingly and, therefore, categorized for the further synthesis and application to an actual problem.
The study involved the assessment of progress among third-graders that were split into two groups, one of which utilized the framework based on the peg word method, whereas the other one used repetitions as the key to remembering the necessary words. According to the outcomes of the research, the participants that focused on understanding the meaning of the words that they were trying to remember, i.e., incorporated the peg word strategy, showed a slightly greater propensity toward progress (Lovett & Pillow, 1996).
Therefore, it can be assumed that the adoption of the framework based on using the tools associated with analyzing the semantic aspects of words is superior to using their phonetics as the basis for memorizing the essential data (Lovett & Pillow, 1996). However, even though the results of the research conducted by Lovett and Pillow (1996) might seem quite clear, a more detailed analysis will be required so that a better understanding of the problem could be provided and appropriate methods of managing memory-related processes could be designed to assist learners.
To make sure that the outcomes of the study should be unbiased, a letter of informed consent will be sent to all students to be recruited for the research. The selected participants will be split into two groups that will be asked to memorize a set of words from a story with the help of the suggested technique. Group A will use the peg word method, whereas Group B will utilize the repetition method. The results delivered by the participants will be compared using a t-test approach. Thus, the variance between the two groups will be identified, and the superior method will be located.
Lovett, S. B., & Pillow, B. H. (1995). Development of the ability to distinguish between comprehension and memory: Evidence from goal-state evaluation tasks. Journal of Educational Psychology, 88(3), 546-562. Web.