Gender and Memory
Cindy Tan
University Transition Program
Floor Location : M 114 F

The objective of this project was to identify the differences (or lack thereof) between the memory abilities of male and female students between the ages of 9 and 11. Specifically, the language and visual recollection memory of students were tested. These two categories were chosen as numerous studies in the past have indicated that young girls have better linguistic abilities, whereas young boys have better visuospatial skills. The language test assessed ability to recall a set of words after a short time (less than 3 seconds). The visual test was designed similarly, but simple square patterns were shown to the participants instead. A total of 45 students, 19 girls and 26 boys, in grades 4 and 5 were given tests assessing their ability to recall words and patterns. One-tailed t-tests assuming unequal variances were performed for the data sets obtained from both groups. The α value was set at 0.05, the conventionally accepted value for the significance threshold. No significant difference was found in the language test, whereas a small gap in ability was found in the visual pattern test. However, that small gap was determined to be still insignificant. Thus, both of the null hypotheses were accepted. This could be attributed to the school curriculum allowing boys and girls to balance their skills.