Applying an Aboriginal Memory Framework to Learning Information from Texts

Background

Our study applies an Aboriginal Memory Framework (AMF) to learning and recalling information from narrative texts. Specifically, we employ the AMF's principle of Locatedness; being located in place whilst learning. Similar to Western mnemonics such as the Method of Loci, we suppose that Locatedness enhances memory and recall by strengthening the spatial scaffold of our memory. In our study, we have two groups who both learn the content of Billibellary's Walk, a narrative that tells the story of the land on which the University is situated, from the perspective of the traditional owners of the land, the Wurundjeri Peoples. The first group is the Located Group (who learn the content of Billibellary's Walk whilst walking the route around the uni campus in person) and the second the Classroom Group (who learn Billibellary's Walk whilst in a classroom, aided by slideshow images). The participants then perform several memory tasks, such as a serial recall task, an image/event reconstruction task, and an audiovisual source memory task.

Research Questions / Hypotheses

We are exploring whether being Located whilst learning enhances memory recall. We suppose that Locatedness enhances recall through strengthening spatiotemporal binding during encoding, which then results in an enhanced retreived-context during recall. We hypothesise that compared to the Classroom Group, the Located Group will; - demonstrate more accurate serial recall - demonstrate more accurate reconstruction of the images/events - demonstrate more accurate source memory placing.

Participants

Total number of participants who completed the study is 49. This is an ongoing study and therefore no exclusions have been applied yet.

Methods

The primary material is Billibellary's Walk narrative, that is told each study by either Robert or Edwina (the two honours students on the project). Billibellary's Walk is made up of 10 parts, each part corresponding to a particular location on the University campus. Therefore, there are 10 unique images of each location that are also used as materials. Participants are also provided a map of the university campus that pins each location. Testing materials are 3 online memory tests; a serial recall test, an image/event reconstruction test, and an audiovisual source memory test. In terms of the procedure, each study group is randomly allocated to either the Located or Classroom condition. Once allocated the procedure differs by group;

- Located Group: Participants are guided through Billibellary's Walk on campus as Robert or Edwina tell the narrative story. They are prompted to refer to their maps throughout. This takes around 1.5 hours.

- Classroom Group: Participants are taken to a classroom and either Robert or Edwina tell the narrative story, with an accompanying slideshow showing images of each location at the correct times. They are prompted to refer to their maps throughout. This takes around 1.5 hours.

All participants are then taken to a computer lab to complete memory testing. This takes around 1.5 hours.

Results

The analytic plan is seperated into 3 parts, corresponding to the specific memory test. - Serial Recall: Overall serial accuracy will be analysed (two-way ANOVA), different error types will be analysed. Spatial lag CRP's also analysed. - Image/event reconstruction: Accuracy of image order will be analysed, sequencing effects analysed. - Source Memory: Overall source memory accuracy will be analysed (Two-way ANOVA, multiple regression), as well as error types. Expected findings are that overall, the Located Group will display higher serial recall accuracy, higher image reconstruction accuracy and higher source memory accuracy than the Classroom Group.

Implications

Since this study is ongoing, we will base our discussion on our predicted findings. If the Located Group does perform better on our memory tests, then we will firstly have more evidence to suggest a spatial scaffolding to memory, supporting the theoretical framework posited by the Method of Loci. This will imply that the mechanism by which the Method of Loci operates is not just a variation of the Pegword method (that memory is visually cued) but that it is potentially spatially cued as well. Moreover, these findings would demonstrate the efficacy and wisdom of Australian Aboriginal memory traditions, by demonstrating the benefit that the AMF's guiding principle of Locatedness offers in learning and recall.