Gender Differences in Memory Recall Among College Students

Fernando Bautista Martinez

B.A. Candidate, Department of Psychology, California State University Stanislaus, 1 University Circle, Turlock, CA 95382

Received 16 April 2020; accepted May 2020

Abstract

Memory recall impacts cognitive performance in both men and women. The present research examined gender differences in memory
recall through a Free Recall Memory Test and a Visual-Spatial Test. It was hypothesized that women will score higher in performance
compared to men in Free Recall and that men will score higher in performance compared to women in Visual-Spatial Recall. A sample
of 248 students (212 females, 35 males) students were recruited through CSU Stanislaus Department of Psychology online participant
pool (SONA). All participants completed the Free Recall Test which consisted of memorizing 10 gender-neutral words and l0 numbers
in 60 seconds. After reading a short distractor paragraph, participants were then instructed to select the correct words and numbers from
the previous list. Participants then completed the Visual-Spatial Test, which consisted of five short video clips showing a 4x3 grid label
with letters. After viewing each video, participants were asked to select the correct sequence shown in the video. To test whether there
were differences in memory recall between the two genders, data were analyzed using an independent samples t-test. The research
hypothesis was not supported. No significant results were found relative to free memory recall, or visual spatial recall. Although not
significant, women scored slightly higher in free memory recall and slightly lower in visual spatial memory recall as compared to men.
Results from this study are inconclusive when compared to previous studies. Additionally, scores from both the free recall and visual
spatial task suggest there are no differences between male and female students.

Keywords: Memory, Free Recall, Visual-Spatial Test

Introduction stereotypical masculine objects between male and female

There has been much debate on whether there are gender students. Pauls et al. (2013) examined the effects of gender
differences in memory recall between men and women. It is differences and age on episodic memory and visual working
important to analyze gender differences in memory recall as memory. A sample of 696 participants, 330 men, 366
it can be helpful for different teaching methods to enhance women between the age of 16-69 were asked to complete
the student learning process. Recent research has examined the Wechsler Memory Scale (Wechsler, 2009) which was
different factors that increase memory recall such as, designed to assess auditory episodic, visual episodic and
masculine stereotype items, feminine stereotype object, and visual memory. Each test was given to the participants with
gender-neutral items using a free recall test (Baer et al. appropriate designs relative to the type of memory being
2006). It was determined that women were more likely to tested. Results indicated that there were gender differences
score high in performance on a free recall test compared to in memory recall between men and women. Overall, women
men. It has also been shown that men have a higher level of scored higher in performance on the auditory memory task
visual episodic memory compared to women (Pauls et al. compared to men. It was determined that adolescents and
2013). However, there is no conclusive evidence suggesting male adults scored higher in performance on both visual
gender differences in memory recall among college memory tasks. The purpose of the present study was to
students. examine gender differences in memory recall among college
Literature Review students. Participants were instructed to complete a memory
In an attempt to examine how gender stereotypes affect task relative to free memory free recall, as well as a task
memory recall, Baer et al. (2006) hypothesized that relative to visual-spatial memory. It was hypothesized that
participants would recall more stereotypical objects relative women will score higher in performance compared to men
to the participant’s gender. A sample of 176 undergraduate when given a free recall test. It was also hypothesized that
students, 97 females, 79 male participants were presented men will score in higher performance on a visual-spatial test
with a sheet of paper containing 30 objects presented in compared to women.
random order. Ten of the objects were stereotypically Methods
masculine, 10 were stereotypically feminine, with the Participants
remaining 10 being gender neutral. Participants were A sample of 246 participants (212 females, 34
instructed to view the 30 objects for a period of one minute, males) students were recruited through the CSU Stanislaus
at which time they were instructed to turn the page over and Department of Psychology online participant pool (SONA).
write down as many objects as possible from the previous The participant’s ages ranged from 18 to 53. The sample was
list. They were given two minutes to complete the memory predominantly Hispanic/Latino (56.1%), heterosexual
recall test. Results indicated that female students scored (89%), and upperclassmen (74.9%). All Participants were
higher in performance on both stereotypical feminine given 2 SONA credit for participating in the study, which
objects and gender-neutral objects compared to male may have counted as experimental credit for a psychology
students. No significant differences were found relative to class.
Design At the end of the study, the participants were directed to
The research design was a single factor, two-group, the debriefing sheet at which time they were thanked for
between-subjects design to examine gender differences in their participation and the purpose of the study was
memory recall among college students. The independent explained to them. It was clarified to them that the study’s
variable was gender, male or female. Participants were purpose was to examine factors pertaining to gender
asked to identify which gender they identified most with. differences in memory recall in college students.
The dependent variables were memory recall scores on the Results
free recall test and the visual-spatial test. Data were analyzed using an Independent samples t-test to
Measures and Materials determine if there are gender differences in memory recall
The measures used in the study were a demographics among college students. No significant results were found
questionnaire, a free recall memory test and a visual-spatial relative to free memory recall, t(246) = -0.56, p = .96, d =
memory test. The demographics questionnaire consisted of .01, or visual spatial recall, t(246) = 1.18, p = .23, d = .23.
5 questions designed to assess the participant’s personal Although not significant, women scored slightly higher in
characteristics, 1 which asked them to indicate which gender free memory recall, (n = 212, M = 9.96, SD = 4.5), and
they identified with. The free recall memory test consisted slightly lower in visual spatial memory (n = 212, M = 3.92,
of 30 gender neutral words and numbers, 20 of which were SD = 1.61) compared to men (n =34, M = 9.91, SD = 3.99;
part of a previously viewed word and number list. The visual n = 34, M = 4.26, SD = 1.36, respectively) (see Table 1 and
spatial test consisted of 5 multiple choice questions, 1 Figure 1).
question for each sequence previously viewed in each video,
designed to assess the participant’s ability to select the
correct sequence viewed. The materials used in the study
included the free recall task consisted of a list of 20 random
gender neutral words and numbers, a short paragraph used
as a distractor exercise, and the visual-spatial task which
consisted of five videos, each which contained a grid of 4X3
boxes labeled with letters. Each video also contained a
different sequence of letters. The first video consisted of the
following sequence B, F, N. The second video sequence
consisted of F, J, T, Q. The third video sequence consisted
of T, V, D, S, B. The fourth video sequence consisted of C,
P, F, J, T, Q. The final video sequence consisted of P, S, B,
E, Q, D, N.
Procedure
Participants were recruited through SONA and various
classrooms with professor permission. Those who were
interested were able to access further information about the
study, the consent form, questionnaires, word lists, video
clips, and scales through Qualtrics. Once a participant
agreed to participate, he or she was instructed to complete a
consent form. After completing the consent form, the
participants were instructed to complete a demographics
questionnaire, at which time they were asked to identify
which gender they most identified with, male or female.
Participants were then instructed to complete a free recall
task at which time were shown a list of 20 random words
and numbers that they were asked to memorize for a period Discussion
of one minute. They were then asked to read a short The results of the present study did not support the
paragraph for distraction purposes. After indicating that they hypotheses that women will score higher in performance
are done reading the paragraph, participants were instructed compared to men when given a free recall test and that men
to complete the Free Recall Memory Test at which time they will score higher in performance on a visual-spatial test
were shown a second list of 30 random words and numbers, compared to women. Although there was a slight difference
20 of which were part of the original word and number list. between men and women, the results are not consistent with
Participants were instructed to select all the words and (Pauls et al.2013) study. Results from this study may also
numbers they were able to recall from the original list. After suggest that in reality there are no gender differences in
completing the Free Recall Test, participants were directed memory recall among college students when given a Free
to the visual spatial task at which time they were asked to Recall Test and a Visual-Spatial Test.
watch the first of the five video clips showing a 4X3 grid Future work
label with letters. After viewing each video, participants In most research studies, there are limitations that
were asked to complete the Visual-Spatial Test at which affect the overall outcome of the study. In this study,
time they were instructed to select the right sequence shown limitations involved a small sample size and the sample
in the video. being restricted mainly to one college campus. Since this
study mainly focused on gender differences, results may
possibly be inaccurate. There was a disproportionality
between genders, female students predominantly
outnumbered male student participants. In order to receive
more accurate results, future studies should focus on
recruiting an equal sample size between men and women.
References
Baer, A., Trumpeter, N. N., & Weathington, B. L. (2006) Gender
differences in memory recall Modern Psychological Studies,
12(1), 11-16. Retrieved from
https://scholar.utc.edu/mps/vol12/iss1/3/
Pauls, F., Petermann, F., & Lepach, A. C. (2013). Gender differences in
episodic memory and visual working memory including the
effects of age. Memory, 21(7), 857-874. doi:
10.1080/09658211.2013.765892