Investigating the Effect of Information Intake Modality on Memory Retention in Adolescent Students
A Neuroscience Experiment
DOI:
https://doi.org/10.58445/rars.1167Keywords:
Memory, Encoding, Retrieval, Memory retention, Kinematic memories, Amygdala, Dopamine, High School, AdolescenceAbstract
This neuroscience experiment aimed to investigate the most efficient method of information intake and storage for memory retention in adolescent learners. The study involved three categories of 9th and 10th-grade students who were tested on their memory retention through reading, writing, and listening. The participants were asked to engage in writing/copying, reading, or listening to a four sentence paragraph and then answer questions related to the content. The hypothesis predicted that writing would be the most effective technique for memorizing in adolescents. The result revealed that the group that participated in writing demonstrated the highest memory retention levels and answered the questions more accurately. This supports the notion that writing is the most efficient modality for memory retention in adolescent students compared to reading and listening. The experiment also explored the underlying processes involved in memory and highlighted the role of motor and kinematic memories in writing. The findings have significant implications for teaching strategies and technology design and interventions for individuals with memory difficulties. Overall this experiment contributes to our understanding of memory retention modalities in adolescents and their societal importance in education or technology, health and communication; etc.
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