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Topic:

Impact of Type of Question on Retention of Memory (Research Paper Sample)

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a study to evaluate the neuropsychological assessment methods, study the questions asked during the assessment, and determine the relationship of the questions with the brain’s ability to retain information

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Content:


Impact of Type of Question on Retention of Memory
Student Name
Institution
Course
Date
Impact of Type of Question on Retention of Memory
Introduction
Human memory is very complicated. It involves a system of several complex structures that helps to register information, decode information, and retain such data. There are several ways that memory's ability to maintain a specific aspect of information can be evaluated. The testing format may depend on the examiner. For example, when an examination is interested in avoiding the stress of the patients with impaired memory, they can ask some questions in an interview. During the study of retention of memory, questions are often used to determine the ability to retain information. This project confirms that the examination of neuropsychology cannot be done in isolation but through the question. It then goes that there is a relationship between the type of question asked during neuropsychological test and memory retention.
Background
Neuropsychology is a clinical science involved in the study of the dysfunctionality of brain behavior and expression. There is a revolution within the clinical setup for the identification and treatment of memory impairment (Craig, 2017). The process of assessment often involves the application of questions of various dimensions that are used to analyze patients' behavior in a broader range of issues. The presences of diversities always pose a challenge during the examination.
The necessity of this diagnosis began with the need for evaluation of the brains which were injured during the war, and the proposed solutions to treat them were the primary demand to solve the neurological problem. As a method of solving the problems, psychiatrists and psychologists are the current counselors participating in the identification of the cases and advising on the best behavioral changes to help solve the dysfunction (Morgan & richer, 2016). The main challenge has been on the best diagnostic approach. Although there has been the use of questions in diagnosis, there is a need to assess the relationship between the type of questions asked and brain retention ability. This gives a gap for this research paper.
Research Objective, Question, and the Hypothesis
The focus of this study shall be to evaluate the neuropsychological assessment methods, study the questions asked during the assessment, and determine the relationship of the questions with the brain’s ability to retain information. The guiding questions shall be what the effect of the type of question on brain retention is? Is there a relationship between the kind of question asked and the brain's ability to retain information? The hypothesis of the study is; there is a close relationship between the type of question asked and the brain’s retention ability.
Methodology
Participants
The study was conducted using a qualitative research approach. During the study, a total of sixty students with an average age of 21.92 years were involved. The students were from diverse schools and races. Out of the total number, thirty-nine were female, while twenty-one were male. There were four Asians, twenty-one blacks, nine Hispanics, and twenty-six whites. Basing on their areas of specialization there were, there were forty-one psychology students, fifteen CJ students, and four students from other fields. All the sixty participants signed the form for consent before they could take part in the study.
Procedure
First, the participants were randomly placed into it, test group, and study group. The groups were further divided into groups of three members before the first day of fieldwork. After the division of participants, they were given a video lasting for 15:14 minutes on the first day. The video was about: “TED Talk: A mouse. A laser beam. A manipulated memory.” Ramirez and Liu (2013). They were informed that they should be tested on the video, so it was their obligation to discuss the video content within their groups. After they had taken the time to listen to the video talk, they discussed the content within themselves before they were given test questions to answer based on their video analysis. They viewed the video and took notes basing on their understanding of the issues addressed in the video. The test group was then given fifteen multiple questions to provide correct answers within ten minutes. The groups had daybreak and were to report to the same venue for a test based on the video information the next day.
The following day, all the students reported for the test. Before the test, groups were not allowed to review the video, and the notes taken from the previous day were all collected before the questions papers were given out. Test paper with a total of twenty questions was then given to then to answer. The questions had two sections. The first section was made of ten multiple-choice questions, and the second section was composed of ten questions that required short answers. The test duration was twenty minutes. After the test, they were given a questionnaire to complete their demographic information, which included gender, school classification, their major, age, and race. The questioning papers were then marked and analyzed to see if there were a possible relationship between the type of questions and information retention. That is, which information was retained to answer which type of questions?
Results
The main aim of this study was to determine whether there is a relationship between the kind of question asked and the brain's ability to retain information. In order to achieve this, both descriptive and inferential statistics were used. Descriptive statistics was aimed at giving the general characteristics of the data, while inferential statistics was aimed at making inferences about the whole population (Bian, 2003). The following results were obtained.
Descriptive Statistics

N

Minimum

Maximum

Mean

Std. Deviation

Multiple choice

60

.10

1.00

.5833

.23947

Short answer

60

.10

.90

.5233

.22502

Table 1: Descriptive analysis results.
The results in table 1 above give the general characteristics of the two types of answers. The average score for multiple-choice questions was 0.5833, which is slightly higher than that of the short answer at 0.5233. This shows that students performed better in multiple-choice questions compared to short answer questions. The two sets of questions also had close standard deviation values of 0.23947 for multiple choice and 0.22502 for short answer questions. These values are relatively small, which indicates that the scores are closely distributed around the mean score. The results also show that the lowest and highest scoring students obtained scores of 0.10 and 1.00, respectively. The scores were lower for short answer questions, with the lowest score being 0.10 and the highest being 0.9.
Inferential statistics
The results obtained in this section played a key role in decision making. This was achieved by running a general linear model, an independent t-test, and a paired t-test.
General Linear Model
A general linear model was used in order to determine the association between the groups and the type of questions (Kiebel, et al. 2003). The following results were obtained.
Source

Type III Sum of Squares

df

Mean Square

F

Sig

Question Type

0.108

1

0. 108

7.775

0.007

Question Type*Group

0.016

1

0.016

1. 176

0.283

Error (Question Type)

0.806

58

0.014



Table 2: General Linear Model results
The results above show that for the question type, an F statistic value of 7.775 and a p-value of 0.007 were obtained. This indicates that a significant level of association exists. For the interaction between the question type and group, a substantial level of association does not exist as given by an F statistic value of 1.176 and a p-value of 0.283, which is less than 0.05.
Source

Type III Sum of Squares

df

Mean Square

F

Sig

Group

2.640

1

2.640

52.655

0.000

Error

2.908

58

0.050



Table 3: General Linear Model results
The results above show that for the groups, an F statistic value of 52.655 and a p-value < 0.001 were obtained. This shows that a significant level of association exists.
Independent t-test
The Independent t-test w...

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