Open Collections

Effects of verbal learning adjuncts on E.E.G. relative power and tympanic temperature as related to recall and comprehension of prose

University of British Columbia

A study was conducted to examine the role of imagery (induced and imposed) during learning on brain hemispheric processes and on recall and comprehension performance. Sixty undergraduate subjects were randomly divided into three groups and given an adapted chapter on psychopathology from Introductory Psychology textbooks. Before studying the textual material, one group was given a paste up of pictures, selected from Introductory Psychology textbooks depicting the various mental disorders. The second group was given instructions to generate self created imagery about the mental disorders. The control group was given some irrelevant material (from a text on genetics) to occupy them for the same duration as the other two groups. Brain waves and tympanic temperatures were monitored during the learning phase. Recall and comprehension test scores were subsequently taken. The results show the facilitation of recall performance by pictures (imposed imagery) but not for the self created imagery (induced imagery). Analysis of the E.E.G. power spectrum shows a likely engagement of the right cerebral hemisphere commensurate with learning with pictures but not for the induced imagery. Analysis of the tympanic thermal responses shows no indication of hemispheric differences between conditions although a directional trend was observed. Questions concerning the reliability of the thermal indicator, the various forms of pictures and forms of induced imagery possible to ameliorate learning and the various means of assessing performance were raised. The general conclusion was that pictures may assist verbal learning by possible engagement of the right cerebral hemisphere. Discussion of future related research possibilities is given.

Text

2010-05-31

For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.

http://hdl.handle.net/2429/25279

School Psychology

University of British Columbia

Graduate