The effect of Training of elaboration strategies to semantic memory recall

The object of this experiment was study the effect of instruction of elaboration to increasing of recall in semantic memory of learners in the two types of homework physics and social studies with regard to different levels of academic achievement.

The experimental method and the test plan developed with the control group were used. 180 first year high school girl students as subjects in four experimental groups and control groups randomly selected and were replaced. To Experimental groups, methods of knowledge elaboration and semantic elaboration were taught, and then all groups in a 2-hour session were given a memory task. Immediately then subjects exposed to recall test commonly. The effectiveness of elaboration strategies training separately for subjects high, medium and low levels of academic achievement were examined.

The instruction of elaboration both the field of physics and social studies on semantic memory significantly was affected. In both fields, experimental groups 1 and 2 with the control group were significantly different.in social studies, between type of elaboration variables and levels of academic achievement were dual interaction.

The instruction of elaboration types to learners in different levels of academic achievement significantly increased semantic memory recall in their impact is, however, this effect is not same in the various types of content and learning materials also depends on the characteristics of subjects.