Authors: Corin Marsh, Acacia Overono
Mentors: Acacia Overono
Insitution: Utah Valley University
A variety of memorization techniques have been shown to enhance the ability to recall important information. While many of these techniques focus on repetition and retrieval of verbal information, the drawing superiority effect (DSE, Wammes et al., 2016) is a phenomenon where drawing leads to better recall compared to re-writing. The present study investigates the extent of these findings by combining the DSE with retrieval practice. This experiment utilized a within-subjects, single-blind design consisting of 32 undergraduate students ranging in age from 18 to 42. Participants were tasked with learning 20 vocabulary terms through a guided slideshow, then studied terms through; reading definitions (verbal restudy), viewing images of the definitions (visual restudy), writing definitions (verbal retrieval), and drawing definitions from memory (DSE with retrieval). After a brief distractor task, participants were tested on their recall of the definitions. Finally, subjects completed a shortened version of the Vividness of Visual Imagery Questionnaire (VVIQ) and a funnel debrief. Preliminary analyses using a repeated measures ANOVA revealed that re-reading was the study method that resulted in the highest recall scores (M = .57) compared to all other conditions (F (3, 93) = 14.9, p < .001, ηp2 = .324). Further — VVIQ ability showed no significant correlation with participant scores for any of the study methods. These results indicate that re-reading was a more effective study strategy for memorizing vocabulary terms with a short delay when compared to viewing images, writing definitions, and drawing definitions from memory. Future work will examine how longer delays and providing feedback influence may modulate the benefits of re-reading, drawing, and retrieval as study strategies.
Keywords: drawing superiority effect, retrieval practice, memory, VVIQ