The Role of episodic and semantic memory on exam performance among freshmen and senior students in psychology

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2014
Elibol, Nur
The aim of this thesis was to examine the role of episodic and semantic memory on exam performance, while considering type of the question and age at two time points; right after the exam and five weeks later. Freshmen and senior students were asked to complete a questionnaire consisted of exemplar questions from final exams, and they were asked whether they remembered the specific learning episode corresponding to episodic memory, or they knew the information without remembering the learning episode corresponding to semantic memory. Participants were assessed right after final exams at Time 1, and after five weeks at Time 2. We found that the use of episodic memory was significantly higher for senior students. Moreover, greater episodic memory use at Time 1 and age predicted higher accuracy for factual questions, while age did not significantly predict accuracy for applied questions. Furthermore, freshmen and senior students’ use of episodic memory decreased from Time 1 to Time 2 both for factual and applied questions. While considering the change in the use of semantic memory, only senior students’ use of semantic memory for applied questions increased after 5 weeks. Finally, we looked at the use of episodic and semantic memory at Time 2, regarding their relation to exam performance. We found that the use of episodic and semantic memory at Time 2, and age predicted greater accuracy for factual questions whereas none of the variables significantly predicted exam performance for applied questions. The findings were discussed in line with limitations, contributions and implications.
Citation Formats
N. Elibol, “The Role of episodic and semantic memory on exam performance among freshmen and senior students in psychology,” M.S. - Master of Science, Middle East Technical University, 2014.