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Effectiveness Between Visual Learning And Auditory Learning

Effectiveness Between Visual Learning And Auditory Learning

This experiment was performed to compare the effectiveness between visual learning and auditory learning on short-term memory. Forty subjects were required to read a passage while another forty subjects were asked to listen to a recording of the same passage. After a three-minute filler task, the subjects were required to answer a set of ten questions relating to the passage. Most subjects had higher score for visual learning rather than auditory learning. A statistical z-test was used to compare the mean of these two sets of result. Calculation showed that at 5% significance level, visual learning was more effective in building short-term memory than auditory learning, concurring to the experimental hypothesis. There was sufficient evidence from statistical testing to show that the mean score in memory quiz for visual learning was greater than auditory learning.

NULL HYPOTHESIS

There is no significant difference between the score for visual and auditory memory test.

EXPERIMENTAL HYPOTHESIS

The score in visual memory test is higher compared to auditory memory test.

RESEARCH AND RATIONALE

The purpose of this experiment was to compare the effectiveness of both visual learning and auditory learning on short-term memory.

Memory is defined as the power or process of reproducing or recalling what has been learned and retained especially through associative mechanisms, which include encoding, storing and retrieving. According to Atkinson-Shiffrin Model (1968), human memory can be divided into three major groups, namely sensory memory (SM), short-term memory (STM) and long-term memory (LTM). [4]

Figure 1: Atkinson-Shiffrin Model

(http://www.audiologyonline.com/articles/article_detail.asp?article_id=1403)

(251 words)

Sensory memory is a buffer that captures, for just a moment, all that you can see, hear and feel. In general, sensory memory is the ability of sense organs such as eyes, ears and skin to retain sensory information for a very brief period (less than a second). It can be divided into iconic memory (vision) and echoic memory (hearing). When we focus attention on sensory memory, this moves sensory information into conscious memory which is known as short-term memory. Short-term memory can hold a limited amount of information for about 30 seconds, but it stays longer under continual rehearsal and will eventually converted into long-term memory. [1,5]

Short-term memory is the temporary memory store used to store and manage information needed to perform complex cognitive tasks. It is formed by brief changes in the synaptic transmissions. It involves the firing of neurons which depletes the Readily Releasable Pool (RRP) of neurotransmitter vesicles at presynaptic terminals. After the firing slows down, endocytosis causes the short-term memory to decay. The memory will disappear if it is not re-activated. Thus, periodically repeated information is needed so that information can retain for a longer period. [8]

Figure 2: Baddeley’s model of working memory

(http://www.thefullwiki.org/Baddeley%27s_model_of_working_memory)

(448 words)

Alan Baddeley proposed a more complex working memory model for short-term store. It is an active three-part memory system that temporarily holds information which consists of an executive control central that coordinates the phonological loop (storage for language sound), visuo-spatial sketchpad (storage for visual and spatial information), and the episodic buffer. Working memory is very significant in helping us to solve problems that require reasoning and multitasking. [2,6]

Long-term memory is the storehouse of the brain where its capacity is enormous and virtually permanent. It can be divided into declarative memory (consciously available) and procedural memory (unconsciously available). However, long-term memory distorts the facts and tends to become less reliable as we age. [1,7]

Figure 3: The activation of specific sensory cortices during memory retrieval

(http://www.pnas.org/content/97/20/11125.full)

A study by Randy L. Buckner aimed to study whether the retrieval of sensory-specific information will reactivate the regions of sensory cortex. The outcome revealed from functional MRI showed that secondary areas in auditory and visual cortex were reactivated when sound and image memories were recalled respectively. Since different regions were activated during information retrieval, visual memory should be different from auditory memory. Figure 3 shows the activation maps during perception of visual objects (a&c) and sound (e) as well as the recall of visual memory (b&d) and auditory memory (f). [9]

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(660 words)

A study by Michael A. Cohen examined the inferiority of auditory to visual memory using recognition measure. The experiment was done by testing the ability of subjects to recall the stimuli, for instance sound clips, verbal description, picture or combination of both. Comparison of data showed that recall for picture is better compare to other stimuli. [10] Besides, Cohen also compared auditory and visual memory in musicians who have far better auditory recognition memory. However, the results showed that the memory for auditory stimuli was still inferior to visual object. Thus, it is clear from these results that auditory recognition memory performance cannot be on par with the levels of visual recognition memory. [11]

The outcomes of this experiment could be significant in education, working place and business strategy. Educators should focus on visual teaching by preparing more visual stimulus such as diagrams, slideshows or mind maps to make the lessons more effective and enhance the student memory. Managers should provide a copy of information rather than giving instruction verbally to prevent employee from making error. Moreover, companies should provide visual effect when advertising through television or poster rather than via radio so that consumers can remember better of that company.

(859 words)

VARIABLES

Manipulated variable : Type of stimulus (visual or auditory)

Responding Variable : Score in memory test (degree of memory)

Constant Variables : Age and education level of the subjects, period of the test

PLANNING

As stated above, assumption was made that both visual and auditory learning have the same effect on short-term memory, thus all these trials were conducted using only one type of stimulus which is visual stimulus.

Trial 1: Length of the passage

This trial was conducted to find out the most appropriate length of passage for the memory tests. Four subjects were given a passage of 234 words while another four were given a passage of 843 words to read. After that, the subjects were required to answer a set of ten questions related to the passage.

Length of the passage

Memory test score

1st

2nd

3rd

4th

234 words

10

10

10

9

843 words

5

4

4

5

Table 1: Results of first trial experiment

From Table 1, subjects’ performance is almost perfect in the memory test when dealing with the short passage of 234 words. On the other hand, subjects who deal with the long passage of 843 words answered less than half of the question correctly. Therefore, I decided to use a moderately long passage of around 500 words to obtain an ideal result in the real experiment.

(1086 words)

Trial 2: The necessity of filler task

This trial was done to find out whether a filler task is necessary and its duration before proceeding to the memory quiz. First two subjects ware not required to do any filler task (Sudoku puzzle) while the remaining subjects were asked to do the filler task within 2, 3 and 4 minutes respectively.

Duration of Filler Task (minutes)

Score

1st

2nd

Without

8

8

2

7

8

3

6

7

4

5

5

Table 2: Results of second trial experiment

From Table 2, subjects who answered the question without distraction task was slightly higher than those who had done the Sudoku puzzle. Besides, it was noted that the last few questions where the answers were found on the last part of the passage were answered correctly for those without filler task. Thus, a distraction task is necessary to distract the subjects from rehearsing the information they had just received and answering the question directly without having the information converted into short-term memory. Besides, the duration of filler task was fixed at 3 minutes as it seemed long enough to prevent subjects from rehearsing the newly received information but not too long to cause memory decay.

(1293 words)

Trial 3: Suitable Timeframe

This trial was conducted to investigate the perfect timeframe for the subjects to complete the memory test. Six subjects took part in this trial, with two in a group. They were given a passage that later used in the actual experiment to read and answer ten questions within time limits. The three groups required to answer within 1, 2 and 3 minutes respectively.

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Time limit (min)

Score

1st

2nd

1

3

4

2

5

6

3

8

7

Table 3: Results of third trial experiment

From Table 3, the longer the time limit, the higher the score each subjects obtained. The subjects were debriefed after the memory test regarding the time limit given. Those who underwent time limit of 1 and 2 minutes claimed that the time given was too short for them to complete all the questions. Subjects who did the test within 3 minutes claimed that they only manage to complete the questions on time. They felt stressed during the experiment and this might limit the subject’s performance. Hence, I decided to leave out the time limit so that subjects can answer the question in a stress-free condition.

The visual stimulus administered was a one-page printed passage that I get from the reference book “Cambridge Practice Test for IELTS 2”, Test Four, Section 2. On the other hand, the auditory stimulus used was a three-minute recording of the same passage taken from the CD-ROM. A passage was used instead of simple words, number or image recall to mimic real-life situation in work place or in classroom where people were bound to lots of information which they have to remember. This passage consisting of 551 words was chosen as it was designed by an experienced author who written for IELTS reference book and IELTS is a recognised international English testing system. The passage was clear, concise and contained a lot of information and there were questions provided. Besides, the person who produces the tape script has high proficiency in English, thus there will be no complain about the clarity of the tape script.

(1645 words)

METHOD

Random sample of 80 subjects were selected from the Advanced Level students in Intec Education College.

The subjects were divided into two groups that carried out visual and auditory test respectively.

For visual test, each subject was given three sheets of paper beforehand.

(A passage, a memory test of ten questions and a Sudoku puzzle)

For auditory test, each subject was given two sheets of paper beforehand.

(A memory test of ten questions and a Sudoku puzzle)

The subjects were instructed to read the passage and listen carefully to the recording played by a radio inside the classroom once only and try to memorize as much information as they can.

Immediately after the presentation of stimuli, the subjects were asked to complete the Sudoku puzzle as a filler task in 3 minutes to reduce rehearsal.

After that, the subjects were required to do the memory test without a time limit and hand in the answer sheet after they had done.

The scores of each subject from each group were calculated and recorded in a table. A box-plot and a bar chart were drawn to represent the data. Z-test was used to compare the mean of visual and auditory memory test at 5% significant level.

RISK ASSESSMENT

All subjects’ personal details were kept anonymous for confidentiality purpose. They were instructed not to disclose any information regarding the quiz to anyone who had not taken the test. Besides, subjects were told that this experiment was not done on testing the individual’s intelligence or memory power to avoid any unnecessary stress which could affect the subjects’ performance. The volume of the recording played over the radio was set at an acceptable volume so that everyone could hear clearly and did not cause any impairment on hearing. Otherwise, this was a low-risk procedure.

(1942 words)

RESULTS

Number of people, f

Memory test scores, X

Visual, X1

0

0

1

0

2

0

3

0

4

2

5

4

6

8

7

11

8

10

9

5

10

0

Mean

x̄1 = 6.95

Table 4: Results for memory test of visual and auditory learning

(2005 words)

Graph 1: Box plot for memory quiz score of visual and auditory learning

(2018 words)

STATISTICAL ANALYSIS

X1: Visual memory test

Memory quiz scores, x

Visual, f

fx

x2

fx2

0

0

0

0

0

1

0

0

1

0

2

0

0

4

0

3

0

0

9

0

4

2

8

16

32

5

4

20

25

100

6

8

48

36

288

7

11

77

49

539

8

10

80

64

640

9

5

45

81

405

10

0

0

100

0

n = 40

∑ fx = 278

∑ fx2 = 2004

Table 5: Statistics for visual memory test

Mean, x̄1 = = = 6.95

Variance, σ² = – xÌ„12 = – 6.952 = 1.7975

Standard Deviation, σ1 = = = 1.34070877

(2138 words)

X2: Auditory memory test

Memory quiz scores, x

Auditory, f

fx

x2

fx2

0

0

0

0

0

1

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1

1

1

1

2

3

6

4

12

3

5

15

9

45

4

8

32

16

128

5

10

50

25

250

6

7

42

36

252

7

4

28

49

196

8

2

16

64

128

9

0

0

81

0

10

0

0

100

0

n = 40

∑ fx = 190

∑ fx2 = 1012

Table 6: Statistics for auditory memory test

Mean, x̄2 = = = 4.75

Variance, σ² = – xÌ„12 = – 4.752 = 2.7375

Standard Deviation, σ2 = = = 1.65453921

(2258 words)

Z-test is a statistical test extended from t-test. It follows a normal distribution where the data have the same mean, median and mode. It is used to handle large samples when n ≥ 30 and standard deviation is given. In this experiment, there was one variable (type of stimulus), two samples (visual and auditory memory tests) and 40 observations for each sample. The data was unmatched as each subject sat for the test once only. The difference between variances in the two samples is small (0.94). Thus, a z-test was applied. [3]

Number of samples, n

Mean, x̄

Standard Deviation, σ

Visual, x̄1

40

6.95

1.34070877

Auditory, x̄2

40

4.75

1.65453921

Table 7: Basic statistics for both memory test scores

Hypothesis Test for Two Population Means

H0: μ1 = μ2 (The mean scores in both visual and auditory memory test are equal)

H1: μ1 > μ2 (The mean score in visual memory test is greater than that in auditory memory test)

Given the null hypothesis and σ1 = 1.34070877, n1 = 40, σ2 = 1.65453921, n2 = 40

xÌ„1 – xÌ„2 ~ N (0, + )

By Central Limit Theorem, the test statistics is:

Z =

Since under H0, μ1 = μ2 then in this case μ visual = μ auditory and thus

Z =

= 6.53615718

≈ 6.5362

(2483 words)

According to the Table for Critical values for two-tailed z test, the critical value for a two-tailed test when p = 0.01 will be the critical values for p=0.05 for a one-tailed test. Thus, the critical value for Z is z = 1.647. From the result above, the value of z at 5% probability level is 6.5362 which are higher than the critical value of 1.6449. Therefore, the null hypothesis, H0 is rejected. There is sufficient evidence that the mean score in memory quiz for visual memory is



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