This study used a 3 (positive vs. neutral vs. negative) ¡Ñ 2 (VCD story vs. written
story) ¡Ñ2 (male vs. female) experimental design to estimate the effects of information
input and emotion on fifth grader¡¦s memory recall and comprehension performance.
Six classes of fifth graders were selected from two public elementary schools in
Kaohsiung city and were randomly assigned to one of the experimental conditions
explored whether the participants recall different amounts of information and correctly
recall the information for VCD story and written story of different emotional
orientation (positive, neutral, and negative). Students were randomly assigned to six
experimental conditions by class. The data collected from the participants were
analyzed statistically with a one-way ANOVA and a three-way MANOVA. According
to the result of one-way ANOVA, there were no significant differences in Chinese
language exam among the six classes: this result indicated that the reading ability
among these six classes is equal.
According to the result of three-way MANOVA, there was no significant
interaction between information input, emotion and gender was found. With regard to
the free recall test, the interaction between emotion and gender is significant on main
idea recall. The simple main effects of emotion at male is significant, the students who
received the positive or negative emotional input had a better performance on main
idea recall. The simple main effects of gender at positive emotion is significant, boys
had a better performance on main idea recall than girls. The main effect of information
input is significant on main idea recall, and student who read a written story had a
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better performance on main idea recall. The main effect of emotion was significant on
the total recall, the idea unit recall, and the main idea recall; students who received the
positive or negative emotional input had a better performance on the total recall, the
idea unit recall, and the main idea recall.
With regard to the comprehension test, the main effect of information was not
significant on the percent correct of the whole comprehension test. However, the main
effect of emotion was significant on the percent correct of literal and critical
comprehension; moreover, students receiving the positive or negative emotional
information had a better performance on the percent correct of literal and critical
comprehension. In conclusion, written story can help children to recall the main idea
of a story better: furthermore, the information with positive or negative emotion can
improve students¡¦ memory recall and comprehension. Therefore, teachers and parents
should choose information on input appropriately. Also, they should choose teaching
material with more emotional stimulus in order to improve students¡¦ memory and
comprehension.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0831106-221407 |
| Date | 31 August 2006 |
| Creators | Chuang, Wan-Ju |
| Contributors | none, none, Yi-Chen Wu |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0831106-221407 |
| Rights | not_available, Copyright information available at source archive |
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