The effects of time of day of task presentation and individual differences in self -reported optimal performance periods on the memory of adolescents enrolled in an early starting time high school.
Item
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Title
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The effects of time of day of task presentation and individual differences in self -reported optimal performance periods on the memory of adolescents enrolled in an early starting time high school.
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Identifier
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AAI9969677
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identifier
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9969677
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Creator
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Berger, Ditza Dvorah Schwartz.
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Contributor
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Adviser: Georgiana Schick Tryon
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Date
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2000
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Psychology, Cognitive | Education, Secondary
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Abstract
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Time of day as a variable exerts differential effects on long-term and short-term memory. Low arousal states associated with the early morning tend to favor and be associated with immediate memory (Dunne, Roche, & Hartley, 1990). High arousal states of the late afternoon and early evening tend to favor and be associated with superior long-term memory (Anderson, Petros, & Beckwith, 1991).;Individual differences in these arousal patterns are known to exist. Most notable among them is the morningness-eveningness factor operationalized by Horne and Ostberg (1976). Research indicates that many adolescents can be classified as evening individuals (Dunn, 1987). The peak periods of arousal of these adolescents correspond with the hours of the late afternoon and early evening. As a result much of their scholastic day may correspond with low levels of arousal. Colquhoun (1971) maintains that a given change in arousal will have a more marked effect on performance when the overall level of arousal is lowered due to sleep deprivation. According to recent research many adolescents in schools with early starting times appear to be chronically sleep deprived (Richardson, 1995). This later finding suggests that adolescents enrolled in schools with early starting times may be particularly susceptible to the effects of time of day on memory.;The purpose of this study was to evaluate the effects of time of day on the short- and long-term memory of adolescents enrolled in an early starting time high school. This study also sought to determine the extent to which scores on long- and short-term memory tasks were correlated with the amount of sleep an individual received on the night prior to the testing, as well as with the degree to which an individual classified himself/herself as a morning or evening type person. This study did not find a main effect for time of day on short-term or long-term memory. Performance on memory tasks was not significantly correlated with the number of hours that an individual slept on the night prior to the testing or the degree to which an individual classified himself/herself as a morning- or evening-type person. Students' perceptions of the times during the school day at which they were most tired corresponded to the earliest class periods in the morning as well as the periods following lunch.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
