The Influence Of Visual-Spatial Ability On Memory Effect

Research on retrieval practice effect shows that retrieval practice of learning content is better than repetition learning in equal time for long-term retention,and better than elaborative strategies such as concept map(based on coding).The elaborative retrieval hypothesis holds that the formation of RPE is related to the retrieval of activated semantic retrieval information.Episodic context account holds that background features are processed by the retrieval process to provide better background information for subsequent retrieval.The two interpretations emphasize the key roles of semantic relevance and background information,respectively.Method of loci as the most commonly used mnemonics in memory competitions,it is a classic elaborative strategies that uses visual-spatial coding to visualize the contents and locations of the memorization to improve the memory effect.In combination with neuroscientific research,it was found that short-term training of method of loci can increase the network connection between the left parahippocampal gyrus and the bilateral posterolateral cortex,and promote long-term maintenance.Is the method of loci different from the retrieval practice in facilitating memory long-term retention by visually visualizing the contents of the memory to match the path formed by the mental imagination and involving clues and background at the coding level?Does the presence of visual-spatial ability give it an advantage over the retrieval practice?In order to further explore whether there are differences in the learning of vocabulary and text between the retrieval practice and method of loci,and whether it is affected by the level of visual-spatial ability,this research explored the effect of the method of loci and retrieval practice on learning effect through two experiments.Experiment 1 started from the learning materials,which are divided into 1a and 1b,Experiment 1a adopting the single-factor experimental design of learning methods(repeated study,method of loci,retrieval practice)to explore the influence of repeated study,method of loci and retrieval practice on the learning effect.Further,Experiment 1b using a mixed design of 2(learning style: method of loci,retrieval practice)× 2(text type: abstract,visual)to investigate the differences between the method of loci and retrieval practice in learning abstract and visual texts.In addition,experiment 2 using 2(learning style: method of loci,retrieval practice)× 2(visual-spatial ability: high,low)between the subjects of design to investigate high and low visual-spatial ability of the individual,whether it will affect the use of method of loci and retrieval practice.This research concluded as follows:Firstly,there is no significant difference between the method of loci and the retrieval practice in the immediate test and the delayed test.It shows that the method of loci and the retrieval practice have advantages in promoting the long-term retention of vocabulary.Secondly,there is no significant difference between the instant test and the delayed test in the method of loci and retrieval practice,but the result of retrieval practice is better than that of the method of loci.The results show that there is no advantage between retrieval practice and method of loci in learning visual text,and the retrieval practice has more advantages than method of loci in learning abstract text,and it was difficult for the subjects to connect the mental image generated by the abstract text with the location path.Thirdly,when the individuals’ visual-spatial ability was low,it was observed that the retrieval practice had an advantage over the method of loci in learning text,while when the individuals’ visual-spatial ability was high,there was no significant difference between the two.This is related to the difficulty in establishing the relation between representation and position and the weakening of coding specificity in the learning of text by the method of loci by individuals with low visual-spatial ability.The results show that visual-spatial ability will affect the effect of individual learning text by retrieval practice and method of loci.