Physiological Correlates of Memory in a Classroom Environment

The science of learning and memory has been well studied in laboratory environments, but fewer investigations have applied these principles into educational practice. The current study uses event‐related potentials (ERPs) to investigate the memorial processes used by students during retrieval of content learned in the classroom. ERPs are measured using electroencephalography, a non‐invasive method used to measure brain responses to stimuli. Numerous ERP correlates reflecting various cognitive processes have been identified, including the memorial components of familiarity and recollection. Thirty‐one students from a gross anatomy course completed a computer‐based memory task prior to the course (time point 1), after the completion of the course (time point 2) and 6 months later (time point 3). Students were presented with anatomical terms from the course and were asked to respond as to whether they “Can Define”, are “Familiar” or “Don't Know” each term. Preliminary ERP data from both time points 2 and 3 revealed that “Can Define” and “Familiar” responses elicited a frontal effect 300‐500 ms post‐stimulus, thought to reflect a familiarity process. A late parietal component, 500‐800 ms post‐stimulus, reflecting recollection of specific details, was also elicited for “Can Define” responses. These results suggest that basic memorial mechanisms may be predictive of student retention of course content and may be useful in assessing the effectiveness of teaching and learning strategies.