Journal of Applied Research in Memory and Cognition ( IF 4.600 ) Pub Date : 2021-03-05 , DOI: 10.1016/j.jarmac.2021.01.006 Emilie E. Caron , Lydia J. Hicks , Dillon T. Browne , Daniel Smilek , Noah D. Forrin
Students frequently engage in public speaking in their classes (e.g., giving oral presentations). Here we hypothesized that students’ anticipation of giving a class presentation hinders their ability to learn information that precedes their presentation. We tested this hypothesis in a simulated classroom, in which undergraduate participants (N = 240) prepared short presentations. Participants were either informed (privately) that they would be presenting 2nd, that they would be presenting 5th, or that they would not be presenting. A research confederate gave the first presentation, after which students’ memory for that presentation was assessed via a multiple-choice quiz. As predicted, students who expected to present (either 2nd or 5th) had significantly lower quiz scores compared to students who did not expect to present; those presenting 2nd did not significantly differ from those presenting 5th. We propose an account of how performance anticipation reduces memory and discuss educational implications.
中文翻译:
表现预期会减少记忆力:来自模拟课堂的证据
学生经常在课堂上进行公开演讲(例如,进行口头报告)。在这里,我们假设学生对进行课堂演示的预期阻碍了他们在演示之前学习信息的能力。我们在模拟课堂中测试了这一假设,其中本科参与者 ( N = 240) 准备了简短的介绍。参与者被告知(私下)他们将在第 2 名、第 5 名或不参加。一位研究伙伴进行了第一次演讲,之后通过多项选择测验评估了学生对该演讲的记忆。正如预测的那样,与不希望出席的学生相比,预计出席的学生(第 2 名或第 5 名)的测验分数明显较低;排名第二的人与排名第五的人没有显着差异。我们提出了一个关于绩效预期如何减少记忆并讨论教育意义的解释。