The study of context effect in recall and recognition tests on everyday student's memory performance

This research examines the role of memory test (recall & recognition) and context of the content on everyday student's memory performance.

Using random clustered sampling 128 students in boukan payame noor university, in law, computer, consulting and education subjects, were divided to 4 groups, completely randomly sampling. There is no significant difference in Wechsler's clinical memory test. Everyday memory was examined using educational content about quantum physics. 4 groups of questions were extracted using table of specification. A 2×2 factor design (two recall & recognition and two internal & external context of the content.

ANOVA results showed significance interaction between test type and context on the everyday memory performance)P<0.05& f=4.226) and no significance effect of test type and context factors. In other words internal conceptual context of the content leads to a better function of everyday memory.

Research conclusion emphasized the internal conceptual context of content in recognition tests and external context of the content in recall tests, in order to more student's achievement.