Presented by:

Ruth Guhiting Aila Mae Figueroa Kirk Patrick Gunio Bless Regeena Guevarra Arvin Magpayo

The study of human memory stretches back at least 2,000 years to Aristotles early attempts to understand memory in his treatise On the Soul. In this, he compared the human mind to a blank slate and theorized that all humans are born free of any knowledge and are merely the sum of their experiences, the so-called tabula rasa. (Simon & Schuster, 1982)

One unique characteristic that separate us from other mammals is the level of our intelligence. According to Sternberg (2007), intelligence is the cognitive ability of an individual to learn from experience, to reason well, to remember important information, and to cope with the demands of daily living. The average level of intelligence in individuals ranges form 90-110 score. There are different types of intelligence, mathematical, musical, intrapersonal, interpersonal and other, which an individual can possess.

One major aspect that plays a big role not only in our level of intelligence, but as whole individual is our memory. Memory according to Nowaczyk and Janhke (1998) refers to those processes that provide for the retention of knowledge. It also the memory served as representation of past experiences.

One of the more basic limitations of our intelligence is the maximum number of information pieces the brain can memorize and retrieve on the short term basis. This is known as the maximum capacity of the working memory. (Rosemary Frei, 2011)

Tracy Alloway (2009) defines working memory as our ability to store and manipulate information for a brief time. It is typically measured by dual-tasks, where the individual has to remember an item while simultaneously processing a sometimes unrelated piece of information. A widely used working memory task is the reading span task where the individual reads a sentence, verifies it, and then recalls the final word. Individual differences in working memory performance are closely related to a range of academic skills such as reading, spelling, comprehension, and mathematics.

Atkinson and Shiffrin (1968) proposed a model of human memory which posited two distinct memory stores: short-term memory, and long-term memory. Short-term memory is responsible for storing information temporarily and determining if it will be dismissed or transferred on to long-term memory. The capacity of information that we can store in the short term memory are limited only to 7 plus or minus 2 chunks (Miller, 1956). The duration is about 18 to 20 seconds (Peterson and Peterson 1959). The other type of memory that defined by Atkinson and Shiffrin is the long-term memory. Kenda Cherry (2009) defines long-term memory as the continuing storage of information. In Freudian psychology, long-term memory would be call the preconscious and unconscious. This information is largely outside of our awareness, but can be called into working memory to be used when needed.

Herman Ebbinghaus was the first to experimentally investigate the properties of human memory. To observe this process, he devised a set of items to be committed to memory that would have no previous associations, the so-called nonsense syllables. In the study he conducted in 1879, the words consisted of a consonant-vowel-consonant formation. The result of the experiment revealed a relationship between forgetting of learned information over time, which is called Ebbinghaus Forgetting Curve. He had also documented the serial position effect, which describes how the position of an item in the list affects the likelihood of said item being recalled. The two main concepts in the serial position curve are the recency and primacy effects. The recency effect refers to the fact that we remember the most recent information better because it is still stored in short-term memory. The primacy effect is remembering the first items in a list better due to increased rehearsal and commitment to long-term memory.

Another similar study about Memory was conducted in 2009 by Amanda Ernstberger of Hanover College, it was called Memory Span Experiment. The result of the study was something different. The participants recalled more long words than short words because of familiarity.

Page suggest that short words take less time to recite than long words, and if a person can recite the words more, they will remember more words. Therefore, people remember short words more than long words (Page, 1998).

We tend to memorize things that we selectively perceive. Memory has its limitations depending on the memory ability of an individual. Since everyone has its own capabilities of learning we use to seek the most convenient strategy that suits our memory ability. Different learning strategies are applied in areas that in need of learning but it is commonly used in school setting. With all those different subjects a typical high school student have how or in what way can they memorize all those information in the most effective or comfortable way.

Thus at the end of this study, the researchers aimed to determine the most effective reviewing method for selected high school students.

30 Third Year High School Students (21 Female; 9 Male)

The study was conducted in Felizardo C. Lipana National High School in Sta.Rita, Guiguinto, Bulacan

The participants, whose ages range from 1416, were 21 females and 9 males. The participants were chosen through convenience sampling, which is defined as a non-probability technique where subjects are selected by their accessibility and proximity to the researchers.

Another experiment was conductedin 2008 by Amanda Ernstberger of Hanover College about memory, it was called Memory Span Experiment. The result of the experiment was something different. The recognize more long words than short words, because of the familiarity with the words used as stimuli.

Before the experiment, the researchers explained the purpose of the experiment (The Effects of the Types of Reviewing on the Memory Ability of Selected High School Students) to the respondents providing the flow of the experiment process.

In order to determine the participants group (Visual, Auditory, and Audio-visual), the researchers used the fishbowl technique. The respondents, were asked to pick a paper each, inside the fishbowl, and whatever number the respondent picks represented by the numbers 1-3; 1 for the visual group, 2 for the auditory and 3 for the audio-visual respectively designates his/her group.

The experiment will be progressive. It consists of three parts, the easy, the average, and the difficult part. Each of which has 15 jumbled letters.

The easy part will consist of 3 jumbled letters.

Examples: txv, rty

The average part will consist of 4 jumbled letters. Examples: txvz, rtya

And the difficult part will consist of 5 jumbled letters. Examples: txvza, rtyab

1. Visual Group

2. Auditory Group
3. Audiovisual Group

The participants that picked number 1 will be the first group and shall be hence are called the Visual Group. It will consist of 10 participants with whom the researchers would give handouts to; the participants need to memorize the 15 enlisted jumbled letters. Fifteen (15) minutes of memorization time will be provided.

The second group, on the other hand will be the Auditory group, those participants that picked number 2, belongs to this group. The researchers will dictate the 15 enlisted jumbled letters similar to the visual groups letter, all with same arrangement and order. Fifteen (15) minutes of memorization time will also be provided.

The last group will be the Audiovisual Group. Same with the first two groups, it will consist of 10 participants. The researchers will be giving handouts to such participants accompanying the dictation of the enlisted jumbled letters during the entire review session. The review time allotted will also be 15 minutes.

This experiment was conducted in three (3) separate rooms, for the three groups of 10 participants. After the review time given, the researchers immediately gave a test. The task is for the participants to write in an answer sheet provided by the researchers, all the jumbled letters that they have been able to memorize, it must be in chronological order. The test lasted for 10 minutes.

In order to answer the Statement of the Problem the statistical technique was applied.

* Mean- As a statistical tool, this was used to compute the average scores of the participants. This was used to determine the most effective strategy/method of reviewing for the participants.

Table 1 and Chart1 presents the differences of the means from the easy level to difficult level. The result shows that Audiovisual group and reviewing method scored the highest means on all the experiments.

Table2 and Chart2 displays the differences of the scores according to sex. The result shows that the males, yielded higher scores than the females.

Table3 and Chart3 shows the differences of the scores according to the ages of the participants. The participants that age 14 score the highest on the whole experiment, ages 16 got the lowest score on the difficult part of the experiment because the number of participants that ages 16, were 5.

Based on the findings in this study, a conlusion is drawn: The researchers concluded that, by examining the relative results from each group by their methods of reviewing where the Audiovisual group got the highest scores, Audiovisual way of reviewing has more significant effectivity against the others reviewing method.

THANK YOU. MWAH MWAH TSUP TSUP