Academic Memories of School

Patricia A. Haught^1, , Anne H. Nardi¹ and Richard T. Walls¹

¹Department of Learning Sciences and Human Development, West Virginia University

Cite this paper:
Patricia A. Haught, Anne H. Nardi and Richard T. Walls. Academic Memories of School. American Journal of Educational Research. 2016; 4(11):817-827. doi: 10.12691/education-4-11-7

Abstract

The current study, based in the autobiographical memory paradigm, was conducted to extend knowledge of academic recollections about school subjects. Undergraduates (N=195) were directed to recall memories about Language Arts, Social Studies, Math, Science, Physical Education, and Music/Art. In contrast to prior research where reported memories of school tended to focus on social components, the present study used prompts to provide a framework that focused on academic memories. Positive and Negative Learning Experiences were reported more frequently than Positive and Negative Teacher Behaviors, Interpersonal Experiences, or Recognition. Math was the only content area where Negative Learning Experiences were most often reported. A recency effect was evident for memories of different school subjects. Extremely pleasant recollections were frequently reported in all school subjects. No gender differences were observed.

Keywords:
autobiographical memory school memories academic recollections

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