AUDITORY/VISUAL EFFECTS
ON SHORT-TERM MEMORY
AND CALCULATION SKILLS
Anthony DiBello
Grade 9
Central Catholic High School
PJAS 2015
Project Relevance
•
Students taught primarily
either by reading texts or
listening to lectures
•
Previous studies from
University of Iowa indicate
stronger visual short-term
memory than auditory
Short-Term Memory
Short-term: Prefrontal
lobe
•
Auditory: Temporal lobe
(yellow)
•
Visual: Occipital lobe
Short-Term Memory
(Continued)
•
Can retain 7 +/- 2 items
effectively, according to
Miller's Law
•
Retains sets information
better if words are
familiar or similar in
sound/category
Psychologist George A. Miller
Calculation and Concentration
Calculations
• Various regions
Concentration
• Prefrontal cortex
Purpose
•
To determine if visual
methods of presentation
improve short-term memory
and calculation skills
compared to auditory
methods.
Hypothesis
•
Null hypothesis: Visual methods of presentation
will not significantly enhance short-term memory
and calculation skills compared to auditory
methods.
•
Alternate hypothesis: Visual methods of
presentation will significantly enhance short-term
memory and calculation skills compared to
auditory methods.
•
Materials
•
Twenty-six total test subjects
(all were from Central
Catholic High School)
•
•
•
Standard vocabulary words
(grade 7 adjectives used)
Ten ten-step math
sequences
iPad/computer with ANOVA
stat analysis
Whiteboard
w/markers and
board eraser
•
Writing utensils
•
Paper
•
School
building/experim
ent venue
Procedure
1. Subjects were informed of nature of tests and protocols were
reviewed.
2. Vocabulary tests given to eleven test subjects*
3. Results recorded and analyzed with ANOVA
4. Mathematics tests given to fifteen test subjects on separate day*
2
5. Results recorded and analyzed with X test.
6. * Test subjects vary in number due to availability on test days
Vocabulary Tests
•
Four sets of ten seventh-grade-level adjectives created
•
Set of ten adjectives of the same level created for each of the four
corresponding sets, containing some words on each original list and some
not.
•
First set read to students in five second intervals, then corresponding set
read to students after a one minute break.
•
Students instructed to indicate whether each word of the ten-word set was
previously said or written by indicating "yes" or "no," followed by another
one-minute break.
•
Same set of words written on whiteboard and erased in five-second
intervals.
•
Second, third, and fourth sets given, reversing order of presentation for
each new set.
•
Students indicate "yes" or "no" for each of the four sets.
Mathematics Tests
•
Ten ten-step math sequences were created, using no fractions or
decimals
•
First sequence was given visually through a projector, then each
following sequence presented in alternating presentation form each
time.
•
Two-second intervals taken between each step of ten-step sequences.
•
One minute break taken between each sequence.
•
Subjects instructed to provide a final answer to each sequence, not
recording each step.
Vocabulary Tests
Results
Correct Answers Given (out of 10)
10.00
p = .94
p = .94
9.55 9.36
9.64 9.46
p = .97
9.27 9.36
p = .92
9.36 9.20
7.50
5.00
2
1
1
2
2
1
2
1
2.50
0.00
Set 1
Set 2
Blue = Auditory
Set 3
Green = Visual
Set 4
Means Between Presentation
Forms (Vocabulary)
Mean of Correct Answers (out of
10)
10
7.5
p value = .88
9.455
9.341
5
2.5
0
Auditory
Visual
ANOVA Analysis of Mean
Scores (Vocabulary)
•
ANOVA statistical analysis compares variation
within groups to variation between groups.
•
Reject null hypothesis IF calculated p value <.05
•
Calculated p value = .88
•
.88 > .05, Variation Insignificant
Mathematics Test Results
Number of students who answered
correctly
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
p = .28
p = .85
p = .85
p = .68
p = .85
1
2
1
2
1
1 2
Group 4
Group 5
2
Group 1
1
Group 2
Blue = Auditory
2
Group 3
Green = Visual
Total Number of Correct
Answers Given (Mathematics)
Number of student who answered
correctly
65
60
55
50
45
40
35
30
25
20
15
10
5
0
2
X = .135
p value = .73
61
Auditory
57
Visual
2
X Test of Total Correct
Answers Given (Mathematics)
•
•
2
X Test compares expected values and observed values
to determine significance.
2
X value compared to alpha cutoff value (3.84 for
experiment)
•
Confidence of 0.05
•
Calculated p value = .73
•
.73>.05, variation Insignificant
Conclusions
•
Visual methods of presentation appeared to
insignificantly effect short-term memory and
calculation skills compared to auditory
methods
•
Null hypothesis accepted
Limitations
Low number of test •
subjects
• Learning curve
• Low balance of
students from each
grade (large majority •
were freshmen)
• Vocabulary tests of
lower difficulty identical tests for
•
each set: possible
memorization
• Motivation of subjects
•
Extensions
Higher amount of
tests for
vocabulary and
mathematics
Different intervals
between pieces of
information
More test subjects
for consistency of
results
References
•
•
•
•
•
•
http://upload.wikimedia.org/wikipedia/en/thumb/7/7e/George_Armitage_Miller_speaki
ng_at_the_first_APS_convention_in_1989.jpg/220pxGeorge_Armitage_Miller_speaking_at_the_first_APS_convention_in_1989.jpg
http://www.miniscience.com/projects/ModelBrain/Brian_diagram_1.jpg
Mastin, Luke. "Short-Term Memory and Working Memory - Types of Memory - The
Human Memory." Short-Term Memory and Working Memory - Types of Memory The Human Memory. N.p., n.d. Web. 22 Dec. 2014. <http://www.humanmemory.net/types_long.html>.
Mattson, Amy. "In One Ear and out the Other." In One Ear and out the Other.
University of Iowa, 26 Feb. 2014. Web. 22 Dec. 2014.
<http://now.uiowa.edu/2014/02/one-ear-and-out-other>.
Morin, Amanda. "5 Ways Kids Use Working Memory to Learn." Understood.org. N.p.,
16 Dec.2013. Web. 22 Dec. 2014. <https://www.understood.org/en/learningattention-issues/child-learning-disabilities/executive-functioning-issues/5-ways-kidsuse-working-memory-to-learn>.
Mastin, Luke. "Parts of the Brain - Memory & the Brain - The Human Memory." Parts
of the Brain - Memory & the Brain - The Human Memory. N.p., n.d. Web. 22 Dec.
2014. < http://www.human-memory.net/brain_parts.html>.