Memory Enhancement in Adult Learners by ARTHUR LEE ALT A thesis submitted in partial ...

271 Pages·2012·6.12 MB·English

Memory Enhancement in Adult Learners
byARTHUR LEE ALT
A thesis submitted in partial fulfillment ofthe requirements for the degree of Doctor of Education
Montana State University
© Copyright byARTHUR LEE ALT (1998)
Abstract:
Although investigations into human memory have been occurring forover one hundred years, the basic
factors of memory are still not understood. Factors such as attention, acquisition and encoding of
material, rehearsal, experience, and retrieval are important determinants ofmemory ability, but their
individual importance changes with circumstances. Researchers have investigated each factor in
memory in a variety ofexperiments, but little work has been performed onthe possibilities oftraining
adult learners to enhance their memory skills. Without memory, there can be nolearning, but many
students have never learned norhave been taught any methods for increasing their memory abilities.
Therefore, the purpose ofthis study was to test the effectiveness ofspecific memory technique training
onadult learners and to evaluate the possible successes of such training.
The design for this study was a case study which involved the collection of both qualitative and
quantitative data. The primary methods for data collection involved an initial student memory
evaluation byuse ofthe SKILLS instrument, pre-tests and post-tests given before and after the memory
training sessions, application ofthe Kolb Learning-Styles Inventory instrument for investigation of
relationships between learning style and memory abilities, and a series of interviews and observations
of the participants both during and after the training.
The results ofthis study indicated a number of areas that memory enhancement could be applied to
adult learners. Test scores indicated significant improvements in ability to retain and recall all elements
of the training. Interviews indicated the overall impression ofmemory training was that it was a
definite success, although several ofthe techniques demonstrated were considered too difficult for
regular use bythe majority ofstudents. The consensus of opinions was that more time was needed for
the training program. Students foundnumerous advantages to the lessons, the most common being
more free time and better grades. Disadvantages mentioned included the need for slower reading and
the availability oftoo many techniques presented in the fourweek period.
The study indicates students with noprior exposure can benefit from memory enhancement training.
Learning style does not adversely affect the way students learn memory techniques. The key elements
in training memory in adult learners includes attention, motivation, structuring ofmaterials, rehearsal,
imagination, and the incorporating offunelements into the interactive learning events. Memory skills
can be taught and enhanced in adult learners at all levels of memory development.
MEMORY ENHANCEMENT
IN ADULT LEARNERS
by
Arthur Lee Alt
A thesis submitted in partial fulfillment
of the requirements for the degree
of
Doctor of Education
MONTANA STATE UNIVERSITY
Bozeman, Montana
August, 1998
ii
APPROVAL
of a thesis submitted by
Arthur Lee Alt
This thesis has been read by each member of the thesis committee and has been
found to be satisfactory regarding content, English usage, format, citations, bibliographic
style, and consistency, and is ready for submission to the College of Graduate Studies.
Dr. William Lieshoff, Co-chair
(Signature) ^ /f Date
Dr. Robert A. Fellenz, Co-chair 7 -99
' ^
(Sigriature) Date
Approved forthe^ DepartmepLoTEducation
Dr. Gloria A. Gregg, Dept. Head
/(SW atum
Ap^OVed for the CoEege of Graduate Studies
iii
STATEMENT OF PERMISSION TO USE
In presenting this thesis in partial fulfillment of the requirements for a doctoral
degree at Montana State University, I agree that the Library shall make it available to
borrowers under rules of the Library. I further agree that copying of this thesis is
allowable only for scholarly purposes, consistent with “fair use” as prescribed in the U.S.
Copyright Law. Requests for extensive copying or reproduction of this thesis should be
referred to University Microfilms International, 300 North Zeeb Road, Ann Arbor,
Michigan 48106, to whom I have granted “the exclusive right to reproduce and distribute
my dissertation for sale in and from microform or electronic format, along with the right
to reproduce and distribute my abstract in any format in whole or in part.:
Signature
Date
iv
ACKNOWLEDGMENTS
I would like to thank the members of my committee, in particular Dr. William
Lieshoff for his efforts on my behalf, and Dr. Lyndon Marshall, who has been a true and
outstanding friend for many years. Most of all, I would thank my wife Cheryll and the
rest of my family - Shama, Brandon, Julie-Dee, and Gabriel - for putting up with the long
hours and often physically trying demands of working on a computer.
V
TABLE OF CONTENTS
Page
LIST OF TABLES................................................................................................ ix
LIST OF FIGURES ■............................................................................................ x
ABSTRACT......................................................................................................... xi
1. INTRODUCTION.................................................................................... I
Background ..............................................................................................• I
Mnemonics................................................................................................ 2
Memory Elements ".......................... 4
Memory Investigations ........................................................ 7
Memory Processes................. 8
Problem ........................... 10
Purpose ................................................................................................... 11
Significance of Study .............................................................................. 12-
Researcher Background ............................. 13
Research Questions ....................... 15
Definition of Terms ......................................... 16
General Terms .............................................................................. 16
Training Program Terms . ; ...................................................... 22
Limitations .................................' ........................................................ 25
Delimitations ................................... 25
Assumptions ......................................... 26
2. LITERATURE REVIEW ................................... 27
Learning ................................................................................................ 27
Metacognition ........................................................................... 32
Imagination ............................................................................... 35
Intelligence ...................................... 36
Learning Styles ....................... 37
Memory ; . . ........................ 39
Attention.............................................................. 50
Motivation................................. . ..................‘.................... 65
Acquisition . . . ...................................................................... 68
Encoding 72
Vl
TABLE OF CONTENTS-Continued
Page
Short-Term Memory . . .......................................................... 76
Long-Term Memory............................................... 80
Forgetting .............................................................................. 83
Retention................................................................................. 85
Rehearsal................................................................................. 87
Retrieval/Recall .............. 91
Prior Investigations of Memory Training Techniques............ 96
3. METHODOLOGY .......................................................................... 106
Design ................................................................................................ 108
. Instruments ................................... 113
SKILLS .............. 113
Kolb Learning Strategies Inventory ............... 114
Memory Training Instructions ......................................................... 118
Quantitative Evaluation....................... 120
Interview Questions ................................................................. 122
4. FINDINGS .................................................................................. 124
Preliminary Student Questionnaire . . . ........................................... 124
Memory Ability Assessment . .................................... 128
Learning Style Assessment ............................................................. 132
Pre-test and Post-test Scores ............................................. 133
Interviewing and Observation Results............................................. 134
Memorization Topics ..................................................................... 135
Perceptions.......................... 135
Memory Technique Factors ................................................ 138
Implementation Difficulties................................................ 141
Usability of Techniques...................................................... 145
Memory Improvement Benefits.......................................... 149
Nature of Instruction............................................................ 151
Training Process Review...................................................... 153
Advantages to Memory Training.......................................... 156
Memory Training Factors ............................................ 162
Vll
TABLE OF CONTENTS-Continued
Page
Participant Motivation Problems............- . ................ 165
Personal Experiences Evaluation................................. *168
Perceived Benefits of Memory Enhancement ............ 174
Kolb Learning Style Questions............................................. . 177
Orientation to Approaches .......................................... 177
Preferences.................................................. 178
Individual or Group Interactions ........................... 180
Learning-Style Variability .......................................... 181
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . 183
Summary ............................................................................................. 183
Conclusions ....................................................................................... 188
Conclusions for Teaching .................. 188
Conclusions for Memory Enhancement Training .................. 189
Discussion .................. 190
Learning Strategies Implications ............................................ 190
Student Involvement ................................................... 190
Kolb Learning-Styles ................................................... 191
Learning Strategies .....................: .............................. 192
Teaching Strategies Implications .............. 193
Student Benefits .........................................., . . . . 193
Needs and Necessities ................................................ 194
Developing Aptitudes ................................................ 195
. Successful Techniques ................................................ 196
Current Controversies ................................................ 198
Educational Implications ........................................................ 199
Current Practices .................................... 199
Themes & Goals .................................... 199
Appropriate Instructional Techniques ....................................... 200
Organizers and Associations .......................................... 200
Presentation Elements .................................................... 201
Memory Enhancement and Student Involvement .....................• 203
Requirements for Success................................... 203
Recommendations for Further Research.................................................. 204
The Future ....................................; ........................................................... 207
Vlll
TABLE OF CONTENTS - Continued
Page
REFERENCES CITED.......................! ............................................................ 209
APPENDICES . . ........................................................................................ 238
Appendix A-Sample Tests....................................................................... 239
Test I ............................................................................................ 240
Test 2 ............................................................................................ 241
Test 3 ............................................................... 242
Test 4 . . . ................................................................................. 243
Test 5 .................................................................... 244
Test 6 ............................................................................................ 245
Appendix B — Basic Data Questionnaire ................................................ 246
Basic Data Questionnaire ................................................ 247
Appendix C — SKILLS Instrument....................................... 248
SKILLS.............................. 249
IX
LIST OF TABLES
Table Page
I. Study participants by major ......................................................... 109
2 Initial study participants data........................i ........................ 126
3. SKILLS scores for participants . ......................................... . 129
4. Learning style categories and participants ................................. 132
5. t-tests for pre and post memory scores of participants................ 134
6. Advantages perceived to memory training............................................157