The Relationship Between Seventh Grade Exam Achievement and Short-term memory Retention and Capacity
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- Slide 1: The relationship between science exam achievement and short-term memory capacity and retention in seventh grade students STEPHANIE H. FAZIO
- Slide 2: Working Memory: Working Memory Model temporary (Baddeley and Hitch 1974) form of information storage; what you’re Performance/Action thinking about; where cognition happens; limited capacity Short-Term Memory: memories that Long- Sensory Encoding Working Retrieval last seconds to hours Term Info Memory Memory and are vulnerable to disruption Long-Term Memory: Consolidation memories you Short- can recall days to years Term after originally stored; Memory unlimited capacity?
- Slide 3: Current Research Study ï‚— Is there a relationship between short-term memory performance and science examination performance? ï‚¡ Do STM capacity limits affect examination performance? ï‚¡ Do STM retention limits affect examination performance? ï‚— Hypothesis: ï‚¡ A direct relationship between STM capacity and exam score ï‚¡ A direct relationship between STM retention and exam score
- Slide 4: Method  Participants  22 seventh grade students (11 male, 11 female)  Materials  65-question comprehensive science examination  Short-term memory assessment  Procedure  Part 1: Comprehensive science examination  Part 2: 3-trial short-term memory assessment  3 distraction intervals: 0 seconds (trial 1), 5, seconds (trial 2), 10 seconds (trial 3)  5 sequence lengths: 3, 6, 7, 8, 10 letters
- Slide 5: Results – Comprehensive Examination Table 2. Exam Performance Summary for Males, Females and All Participants Female Male Total Range 59.03 - 93.97 56.62 - 96.39 56.62 - 96.39 Mean 81.27 79.96 80.61 Median 83.13 86.75 83.73 SD 7.97 10.47 9.10
- Slide 6: Results – STM Assessment Table 3. Short Term Memory Performance Summary for All Participants Distraction Interval Number of Letters 0 seconds 5 seconds 10 seconds 3 letters 3.00 (1.00) 2.27 (0.76) 1.95 (0.65) 6 letters 5.59 (0.93) 3.64 (0.61) 2.73 (0.45) 7 letters 6.41 (0.92) 4.14 (0.59) 3.23 (0.46) 8 letters 6.45 (0.82) 4.23 (0.53) 2.27 (0.28) 10 letters 5.05 (0.50) 3.82 (0.37) 0.91 (0.09)
- Slide 7: STM Assessment – Linear Regression
- Slide 8: STM Assessment – Linear Regression
- Slide 9: STM vs. Exam Performance – Linear Regression
- Slide 10: STM Assessment - Multiple Regression (Y – Exam Score, X1-5 – STM Score for each Sequence Length in Trial 1) Regression Coefficients b B B xrxy 3 letters -0.0444 -0.0826 -0.0238 6 letters -0.0269 -0.0423 -0.0109 7 letters 0.4192 0.6782 0.5409 8 letters 0.2503 0.3139 0.1485 10 letters 0.0951 0.0830 0.0510 Multiple R 2 0.7058 A djusted Multiple R 2 0.6138 S tandard Error of Multiple Estimate 0.0591 A NOV A Table S ource SS df MS F p Regression 0.1759 5 0.0352 7.65 < 0.0001 Residual 0.0734 16 0.0046 Total 0.2493 21
- Slide 11: STM Assessment – Multiple Regression (Y – Exam Score, X1-3 – STM Score for 7 letters for each Trial) Regression Coefficients b B B xrxy 0 seconds 0.3919 0.5641 0.4380 5 seconds 0.0774 0.1887 0.1057 10 seconds 0.1254 0.2955 0.1740 Multiple R 2 0.7178 A djusted Multiple R 2 0.6708 S tandard Error of Multiple Estimate 0.0579 A NOV A Table S ource SS df MS F p Regression 0.1790 3 0.0597 15.31 <.0001 Residual 0.0703 18 0.0039 Total 0.2493 21
- Slide 12: Conclusions ï‚— As sequence length (number of letters) increases, STM score decreases (strong linear relationship). ï‚— As the distraction task duration increases, STM score decreases (strong linear relationship). ï‚— There is a strong relationship between exam score and STM capacity (without a distraction task). ï‚— There is a strong relationship between exam score and STM retention.
- Slide 13: Further Analysis  Limitations of the current study:  Small sample size (N = 22)  STM Assessment took place at different times of the day and over a long period of time  Attempt to correlate STM to exam performance in other academic subjects  Determine the effect of memory strategies on STM and/or exam performance  Attempt to correlate STM performance to MRI and/or fMRI images of participants’ frontal cortex or hippocampus
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