Introduction
From the existing data and hypothesis, females have a better memory than males when recalling a list of words. According to the statistics, on average, the females recalled about eleven words while the males recalled only ten. The main cause of this finding may be the differences in brain structures and functions connected with memory.
Main text
Some brain structures concerning memory and learning differ in size between females and males. The hippocampus is of importance when it comes to memory formation and preservation and is relatively larger in females than males, giving the females advantage in memory cognition. This is because it grows and matures faster in females than males, making the females tend to accurately remember words, lists of familiar objects such as furniture, animals, and food, with better recognition memory.
There is also consistency for episodic memories, especially for specific events, that differs between the sexes. The study in the diverse recalling tactics between most males and females has its origin in sexual behavior. This trend has become the focal point of the study, which sees upon the theory that it is gender-based dearth memory. This difference may also come up owing to the opposite genders having varied interests and enthusiasms.
Moreover, a survey shows that females also have a stronger working memory compared to males (Salkind, 2015, p. 15). They are also able to hold verbal information at once whilst the males can hold memories relating to vision. This study also found that there is substantial variation in people’s decisions on the acceptability of methods of studying, proofing that most people are tentative about the right studying skills. This finding calls back to the classroom level where students are still learning. As a result, there is a call for teachers to spend more time in class to educate students on positive and effective methods of studying (Sapsford & Jupp, 2006, p. 29) which will improve their memory.
It is regular to consider learning as something that happens at school, yet quite a lot of learning happens outside of class. Individuals learn for all the duration of their lives. Learning alludes to the capacity to recover data from long-term memory and is firmly identified with it. Learning is otherwise perceptive. Some children tend to recall less of what they have learned but are motivated when they expect a prize for doing so. The term dormant learning depicts cases in which a human takes in another conduct, however, does not do it until there is the likelihood of getting a prize. There is a need for continuing research to find out the factors contributing to the fact that students recall fewer words. Educational researchers need to continue conducting empirical research to find out the factors leading to recognition difficulties.
Conclusion
Learning and memory are very much in relation and depict comparable processes. Both learning and memory are required for people to live. A short memory is transitory yet there is anticipation to make lengthy reminiscences and encounters. The outcome brings up another point: however this supposition gives the possibility that females did have a marginally higher amount of words recalled than the normal score in contrast with guys, the distinction seems too little for accepting that gender overstated the transient review results.
References
Salkind, N. J. (2014). Statistics for people who (think they) hate statistics (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Sapsford, R., & Jupp, V. (2006). Data collection and analysis (2nd ed.). London: SAGE Publications in association with the Open University.