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Keywords

Poster ID #283

Abstract

Students want to learn what is on the test, but professors want students to learn all the curriculum, tested or not. One compromise is through non-target incidental memory, which acts like peripheral vision, so that even though some material is emphasized, surrounding material is also processed and learned. The current study found a significant amount of incidental memory that did not vary with year in school or sex. Therefore, “teaching to the test” does not necessarily block all learning of other material: some of it is automatically learned as well.

Description

The Annual Mary Lou Fulton Mentored Research Conference showcases some of the best student research from the College of Family, Home, and Social Sciences. The mentored learning program encourages undergraduate students to participate in hands-on and practical research under the direction of a faculty member. Students create these posters as an aide in presenting the results of their research to the public, faculty, and their peers.

Publication Date

2010-04-01

Permanent URL

http://hdl.lib.byu.edu/1877/2209

Language

English

College

Family, Home, and Social Sciences

Department

Psychology

Non-target Incidental Memory and Associated Factors

Included in

Psychology Commons

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