Long-Term Memory of Higher Secondary School Students

2012 ◽  
Vol 2 (7) ◽  
pp. 129-130
Author(s):  
Dr.S.Jaikumar Dr.S.Jaikumar ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Long Term Memory ◽  
School Students ◽  
Term Memory

scholarly journals Comparison of the Effect of Major- Versus Minor-Keyed Music on Long-Term Declarative Memory in High School Students

2018 ◽  
Vol 4 (1) ◽  
pp. 97-106
Author(s):  
Anita Sayar
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Test ◽  
Declarative Memory ◽  
Statistical Significance ◽  
Long Term Memory ◽  
Memory Retention ◽  
School Students ◽  
Term Memory

This pilot study compared the effect of music played in major and minor keys on long-term declarative memory in high school students. Major and minor keys are pivotal theoretical distinctions in music known to trigger different emotional responses. While the influence of specific genres of music on memory have been studied, possible effects of the tonality of music have not been explored. It was hypothesized that music would improve LT-DM, and music played in the minor key would illicit a greater improvement than the major. A total of 21 volunteer high school students were equally randomized between two groups. Each group completed a control and an experimental long-term memory test. Tests comprised of a reading phase where students studied a standardized passage, and a multiple-choice question phase 7 days later, where their memory of the studied text was examined. The reading phase of the control test was conducted in a quiet environment. During the reading phase of the experimental test, a piece of piano music was played. The same music was played in the major key for one group and in the minor key for the other. Both groups demonstrated a statistically significant improvement in the experimental test compared to their own control (p = 0.0078, p = 0.0107). A trend towards better memory retention with the minor-keyed music was observed compared with the major key. The difference between the two groups of improvement with music, however, did not meet statistical significance (p = 0.31). A larger complementary study may provide more definitive information regarding comparative effects of major and minor musical keys on long-term memory.

scholarly journals The Well-being of Students in a Welsh Secondary School Before and After a COVID-19 Lockdown

2021 ◽  
pp. 42-51
Author(s):  
Andrew P. Smith ◽  
Arwel James
Keyword(s):  
Secondary School ◽  
Process Model ◽  
Secondary School Students ◽  
Psychological Capital ◽  
Well Being ◽  
Academic Stress ◽  
School Students ◽  
Welsh Language ◽  
Before And After

Background: There has been considerable research on the well-being of secondary school students, most of which focuses on health-related behaviour or mental health issues. The well-being process model provides a framework that examines predictors of positive and negative well-being outcomes. The model has been validated in many studies of workers and university students. The present study examined the model's applicability to secondary school students whose education is conducted through the medium of the Welsh language. COVID-19 has disrupted education and well-being, and the present study presents profiles of well-being before and after the first COVID-19 lockdown in Wales. Aims: The first aim was to examine the applicability of the well-being process model to secondary school students. A second aim was to study students where teaching was in the Welsh language. Finally, the research examined the impact of the COVID-19 lockdown and identified predictors of current well-being after lockdown and the long term implications of COVID-19. Methodology: The research was carried out with the informed consent of the volunteers and approved by the School of Psychology, Cardiff University ethics committee. The participants were 214 students (111 males), and they represented each year group. An online survey was carried out, and the pre-COVID-19 associations between the well-being process predictor variables and outcomes were examined using regression analyses. Predictors of current and long-term well-being post-lockdown were also examined. Results: The data relating to the pre-COVID 19 periods confirmed that positive well-being was predicted by high scores for psychological capital and social support. Daytime sleepiness was negatively associated with positive well-being. Stress at school was predicted by high student stressors, negative coping, social support and low psychological capital scores. Post-lockdown well-being was predicted by psychological capital and negatively associated with academic stress and fear of infection, and the stress of isolation. The longer-term negative impact of COVID-19 was predicted by problem-focused coping, fear of infection, and social isolation. Conclusion: The results confirmed the applicability of the well-being process model to Welsh secondary school students. Lockdown during COVID-19 affected well-being, with the risk of infection and the stress of isolation and academic stress being the major negative influences.

Test of the Role in Retention of Illustrations in Text

1980 ◽  
Vol 47 (1) ◽  
pp. 204-206
Author(s):  
Philippe C. Duchastel
Keyword(s):  
High School ◽  
High School Students ◽  
Empirical Test ◽  
Theoretical Framework ◽  
Long Term Memory ◽  
Prose Passage ◽  
School Students ◽  
Term Memory ◽  
Short Text

Illustrations in a text were hypothesized to enhance long-term memory of the text. The experiment varied the availability of illustrations (an illustrated prose passage versus a non-illustrated passage) and delay of retention (immediate posttests versus posttests given 2 wk. later). The passage was a short text on energy and the participants were high-school students. Illustrations did not enhance retention, which suggests the theory upon which the hypothesis was based needs to be refined. The functionally oriented theoretical framework was shown to be amenable to empirical test.

scholarly journals TIPE ARGUMEN WACANA ARGUMENTASI TULIS SISWA SEKOLAH DASAR KELAS TINGGI

LITERA ◽  
2013 ◽  
Vol 12 (1) ◽  
Author(s):  
Ahmad Ridhani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Data Sources ◽  
Long Term Memory ◽  
General Knowledge ◽  
Analysis Model ◽  
School Students ◽  
Written Discourse ◽  
Term Memory

This study aims to describe the types of arguments in written discourse by elementary school students. The data sources were writing by elementary school students in the upper grades in Sungai Kunjang Samarinda. The data were analyzed using a communication content analysis model. The findings show that there are three types of arguments, i.e. opinion, proof, and conclusion. The opinion argument is based on facts, interpretation,and evaluation. The proving argument is based on an observation of an object and general knowledge. The concluding argument is inductively and deductively made. The use of opinion, proof, and conclusion as arguments in written discourse is related to the preliminary knowledge stored in every person’s long-term memory.

scholarly journals Elementary math in elementary school: To learn the multiplication table, avoid proactive interference

2021 ◽  
Author(s):  
Dror Dotan ◽  
Sharon Zviran-Ginat
Keyword(s):  
Elementary School ◽  
Proactive Interference ◽  
Short Term Memory ◽  
Multiplication Table ◽  
Long Term Memory ◽  
Learning Context ◽  
School Students ◽  
Term Memory ◽  
Similarity Effect

A major challenge for elementary school students is memorizing the multiplication table. This is difficult because there are many facts to learn and they are similar to each other, which creates proactive interference in memory. Here, we examined whether reducing interference would improve the memorization of the multiplication table by first graders. In a series of 16 short training sessions over a period of 4 weeks, each child learned 16 multiplication facts – 4 facts per week. Learning was better when the 4 facts in a given week were dissimilar from each other, a situation that reduces the proactive interference among them. Critically, this similarity effect originated in the specific learning context, i.e., the grouping of facts to weeks, and could not be explained as an intrinsic advantage of some facts over others. The similarity effect persisted 5 weeks after the end of the training period, i.e., proactive interference affected the long-term memory. Furthermore, during training, the similarity effect was not observed immediately but only in later training sessions, and only when examined in the beginning of a session. This indicates that proactive interference affected the long-term memory directly – it did not originate in short-term memory processes and then “leak” to long-term memory. We propose that the effectivity of this low-interference training method, which is dramatically different from currently-used pedagogical methods, calls for a serious reconsideration of the way we teach the multiplication table in school.

Expressed Values of Senegalese Adolescents

1981 ◽  
Vol 48 (2) ◽  
pp. 351-354 ◽  
Author(s):  
Michel Vandewiele
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Economic Status ◽  
Life Goals ◽  
Social Concern ◽  
Economic Success ◽  
School Students ◽  
Socio Economic Status

With the help of a questionnaire given to 727 secondary school students (215 girls and 512 boys) we have tried to investigate the main life goals of Senegalese adolescents. These long-term objectives are classified according to Glicksman and Wohl's (9) criteria. They belong in decreasing order of importance to the following categories: economic success and security, social concern, family, vocation, and “marriage and children.” The life goals of American subjects appear in general more self-centered than those of our Senegalese adolescents. Less often than boys, girls mention goals of social concern and criticism, yet they mention marriage and children more often than boys. Younger subjects are less concerned with “economic success” than older ones. Socio-economic status seems irrelevant.

scholarly journals DO YOU REMEMBER THE WORDS? DUAL-CODING METHOD ON LONG-TERM MEMORY

2020 ◽  
Vol 19 (4) ◽  
pp. 314-322
Author(s):  
Christ Billy Aryanto
Keyword(s):  
Primary School ◽  
Dual Coding ◽  
Control Group ◽  
Long Term Memory ◽  
Primary School Students ◽  
School Students ◽  
Term Memory ◽  
Coding Method ◽  
Experimental Group

For students, long-term memory is required for individuals to study at various levels of education. An effective method is needed to help student to remember. This study aims to determine the dual-coding method on long-term memory in two levels of education: primary school and university. The first study was conducted on 60 primary school students and the second study was conducted on 81 university students, each divided into experimental group and control group. The two groups were shown 10 concrete nouns with the experimental group displayed along with the picture and only the word for the control group. Each word was displayed for 3 seconds. The results showed that the experimental group remembered more words in the first study, t(58) = 4.386, p < .05; and the control group remembered more words in the second study, t(79) = -3.036, p < .05. Therefore, the dual-coding method affects the long-term memory of primary school students but not on university students. 

Association Study on Air Pollution and Cardiopulmonary Function of Primary and Secondary School Students

2014 ◽  
Vol 700 ◽  
pp. 437-441
Author(s):  
Hai Ying Wang ◽  
Yong Jing Liu ◽  
Di Hua Tang
Keyword(s):  
Air Pollution ◽  
Secondary School ◽  
Secondary School Students ◽  
Control Measures ◽  
Long Term Effects ◽  
School Students ◽  
Cardiopulmonary Function ◽  
Incidence Increase ◽  
Primary And Secondary School

Impact of air pollution on health has become an important social issue. Air pollution is closely related to the morbidity and death rate of cardiopulmonary disease, produces short-term acute and chronic hazards on health, and especially has long-term and profound impact on primary and secondary school students’ constitution. Long-term effects of air pollution on cardiopulmonary function of primary and secondary school students are represented as incidence increase of asthma, decrease of FEV1, MMEF, VO2max, MVV and other indicators and relation to NO, PM2.5 and CO. Students taking exercise in air pollution environment can cause acute cardiopulmonary reactions, such as abnormal changes of MVV, VC, FEV1, FVC and other indicators after exercise, which may relate to O3, PM10, PM2.5, SO2and NO2. Therefore, schools should strengthen the awareness of air pollution in implementing sports, and conduct development of control measures, to ensure the effect of physical exercise.

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