Does a keyword mnemonics intervention have an effect on the components of the working memory system?

摘要

Working memory is a memory system described as a person's ability to simultaneously store, manipulate, and process information over a brief period of time (Baddeley & Hitch, 1974); it is the active processing of information in the here and now. As working memory moves to the forefront of research studies, it becomes apparent that there is a paucity of research addressing ecologically valid interventions which can be conducted in the classroom and interventions' direct impact on the working memory system. This paper addresses the development and research regarding the working memory system, demonstrating a current gap in the available research. It then examines the effects of Keyword Mnemonics intervention on the components of fourth graders' working memory systems by assessing each component individually both pre- and post-intervention. Pretest and posttest data from 55 fourth grade students (25 males; 30 females) was collected, with 27 participants in the intervention group and 28 participants in the control group. Results of Multivariate Analysis of Covariance (MANCOVA) reveal that there were no differences in the working memory components between the intervention group and the no-intervention control group following the intervention. Using pretest scores as covariates, group membership did not have an effect on posttest performance. These results are discussed within the context of available literature. Finally, limitations of this project and directions for future research are considered.