The effect of interactive storytelling with emotionally charged and neutral word-quests in working memory: An experimental approach.

• Main Authors: H. I. Mamo, V. Ladas, A. Mamidi, E. Mirasgendi, D. Korovesi, P. Afentouli, P Louka
• Format: Article
• Language: English
• Published: InterOPTICS 2020-11-01
• Series: Dialogues in Clinical Neuroscience & Mental Health
• Subjects: working memory; recall; ipsfp; story formation; priming; audiovisual; threatening stimuli; neutral stimuli
• Online Access: https://www.obrela-journal.gr/index.php/obrela/article/view/141

Recent studies on WM [working memory] capacity have recognized the advantage of interactive storytelling and emotional loads, such as threatening words in recall outcomes. Yet, the combination of the priming technique, which is directly related to the deep semantic process, with the above remains understudied. The purpose of this study is to explore the effect of IPSFP [Interactive Participation of Story Formation through Priming] on WM. Due to the COVID-19 pandemic, the experiment was facilitated with online methods. Out of 108 recruited participants, 54 took part in the experimental IPSFP task. A typed story of 30 sentences ending with a blank word, was provided to them. Each sentence containing 12 words before the blank word, that semantically implied a target-word (15 threatening / 15 neutral) to fill in the blank. After detecting the target-words and filling in the blanks, the participants were asked to recall them. Data were analyzed using 2 (type of story presentation) x 2 (type of stimuli presented) Mixed ANOVA. There is a significant effect of type of presentation on recall where more words were recalled in the priming condition. However, the interaction between type of story presentation and type of stimuli is not statistically significant. Statistical significance, power and effect sizes validate the great influence of priming on WM. In conclusion, the active role of the individual in memory tasks appears to produce higher scores in recall, in contrast to the individual having a passive role. This finding might have implications in teaching techniques and learning methods. Corresponding author : V.Ladas, Mediterranean College, Greece & University of Derby, UK, [e-mail]