Long Term Memory Research Paper

INTRODUCTION
The nutrients in bananas also support normal cognitive functioning in terms of focus and memory. Bananas are an excellent source of potassium, which helps deliver oxygen to the brain to keep your mind sharp. The magnesium in bananas promotes proper electrical activity between nerve cells in the brain. Magnesium also helps the brain dispose of the waste byproduct of protein metabolism, ammonia. By reducing the brain 's ammonia levels, magnesium improves your ability to focus, according to The Franklin Institute. Moreover, according to the Linus Pauling Institute, some research suggests that the B-6 in bananas may help prevent age-related cognitive declines in memory.
Bananas might be the world 's most perfect brain food. By supplying
nutrients essential for proper neurological functioning, bananas help the brain regulate moods and appetite while also supporting important cognitive functions like focus and memory. Per U.S. Department of Agriculture figures, one medium-size banana provides 0.43 mg B-6, 422 mg potassium, 32 mg magnesium, 29 g carbohydrates and 3.1 g fiber. Banana contains tyrosine, an amino acid responsible for mental alertness.
The researchers chose Tanza Comprehensive National High School in Daang Amaya 2, Tanza Cavite because of the thought that the students in the said institution will be fit in their study. The researchers choose 20 students as their respondents.

STATEMENT OF THE PROBLEM

The aim of this experiment is to answer the following question of how this banana can affects the long term memory of an individual.
The general problem of the experiment is:
What is the reason why we should eat banana while reviewing the following are the specific problem:
1. How to measure the level of the Long term memory of the TNCHS students in terms of their:
a) Pre-test of control and experiment al group
b) Post-test of control and experimental group
2. Is there a significant difference between scores in:
a) Pre-test of control and experimental group
b) Post-test of control and experimental group
c) Pre-test and post-test of control and experimental group
3. Does a banana really help to boost the student’smemory during review?

OBJECTIVE OF THE STUDY

The study was conducted to verify the effect of banana to the Long term memory of the selected 12 students of Tanza National Comprehensive High School in Daang Amaya 2, Tanza Cavite.
Specially, this study aimed to determine the:
Level of the long term memory in terms of:
a) Eating Banana during review
b) Effects of the treatment to the level of Long Term Memory.

HYPOTHESES
Ho = There is a significant difference in the performance of the student when they eat banana during review.
Ha = There is no significant difference in the performance of the students when they don’t eat banana during review.

SIGNIFICANCE OF THE STUDY
The result of the study may prove significant to the following sectors:

STUDENTS: This study helps to determine the effects of eating banana during review and how it will affect their Long Term Memory’s performance.
TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL: This may serve as useful information to the school for them to determine the level of the Long Term Memory of their students.
CAVITE STATE UNIVERSITY: This study was beneficial to the said university as support to its mission in having advance knowledge through research works by providing a study of how a banana and its components affects the long term memory of a student.
COMMUNITY: This study helps them to know the learning abilities of the students in the said institution. The official could administer some seminars regarding this matter.
FIELD OF PSYCHOLOGY: This study may serves as an encouragement to psychology majors. This study involves memory and retention of information that was also significant to their study. The result of this study will give some insights to the psych majors about how the people mind works.

SCOPE AND LIMITATION

This study selected 12 high school students (Summer 2011-2012) ofTanza National Comprehensive High School in Daang Amaya 2, Tanza Cavite. It was conducted at 1:00 to 2:00pm, May, 2012(Wednesday).
The said 12 respondents are divided into two groups, according to their year levels. The 6 respondents which was given a Science and History subjects and was given a banana during their review, while the other 6 respondents will also give the same list of reviewers but will not have any banana during review. The two groups will undergo into a test and both of the groups were given a treatment.
The study was bounded and limited only to the High school students particularly 1st year and 2nd year students of Tanza National Comprehensive High School in Daang Amaya 2, Tanza Cavite to see if they can still recall the topics being discussed to them during their elementary years.

CONCEPTUAL FRAMEWORK

Fig.1. The paradigm shows therelationship of Banana’s component and its effect to the Long Term memory of the selected high school students in terms of the result of their pre and post-test given by the researchers.

THEORETICAL FRAMEWORK

The ‘cognitive behaviorism” of social learning theory can be illustrated by three concepts proposed by Julian Rotter. They are: the psychological situation, expectancy, and reinforcement value(Rotter know the setting in which a person responds and Hochreich, 1975).
Your reaction probably depends on whether you think it was planned or an accident. It is not enough to know the setting in which the person responds.We also need to to know the person’s psychological situation(how the person interprets or define the situation).Expectancy refers to your anticipation that making a response will lead to reinforcement. Like in learning your previous lesson during your elementary years. Rotter’s third concept is the reinforcement values., states that human attach different subject values to various activities or rewards. Self reinforcement refers to praising or rewarding yourself for having made a particular response. An example to this is when you make your thesis out of the busy schedules ahead. You will treat yourself an ice cream for an accomplished task. Same to the respondents of our study and also to our study. They can recall everything from their past if they know the self response. As students, they should have been motivated and self reinforced to make things possible like banana do to our brain.

DEFINITION OF TERMS
The following are the different alphabetically arranged variables in an operational manner.

Banana this was given to the researcher’s respondents to see if this hearty fruit really affects the Long term memory of the students.
Control Group refers to the standard for comparison to other group.
Experimental Group refers to the group that will receive the treatment during the study
Long-term memory refers to the permanent storage of information in the human brain.

REVIEW OF RELATED LITERATURE
In recent times, information-processing theorists have typically divided memory into three types: sensory memory, short-term working memory, and long-term memory. The first label, sensory memory, identifies the extremely brief retention in a sense organ of stimuli received from the environment.
Sensory memories, in effect, occur in the eyes, in the ears, in the nasal passage, in the taste buds, and in the pressure, pain, and temperature receptors in the skin.
Impressions of environmental stimuli are apparently held at the senses only long enough to have the stimuli 's gross outlines identified before the impressions are transferred in coded form to working memory. The second type, short-term working memory, operates in the central nervous system, where signals received from the sense organs are compared with recollections from long-term memory to generate the individual 's interpretations of environmental stimuli. Thus, it is in short-term working memory that conscious thought and meaning occur. The third type, long-term memory, is the storehouse in which enormous quantities of information can be accumulated and held for a great length of time, ready to be retrieved on future occasions.(R.Murray Thomas 1997) A major goal of education is to help learners store information in long-term memory and to use that information on later occasions in order to effectively solve problems. There are actually three different types (or aspects or parts) of long-term memory. Episodic memory refers to our ability to recall personal experiences from our past. When we recount events that happened during our childhood, a ballet we saw last week, or what we ate for breakfast, we are employing our long-term episodic memory. As its name suggests, this aspect of memory organizes information around episodes in our lives. When we try to recall the information, we attempt to reconstruct these episodes by picturing the events in our minds. Episodic memory enables us to recall not only events, but also information related to those events.Apparently, recalling memorable episodes enables us to retrieve details that would otherwise be forgotten.
Semantic memory stores facts and generalized information. It contains verbal information, concepts, rules, principles, and problem-solving skills. While episodic memory stores information as images, semantic memory stores information in networks or schemata. Information is most easily stored in semantic memory when it is meaningful - that is, easily related to existing, well-established schemata. When we retrieve information from schematic memory, we mentally follow paths. By using information on numerous occasions after it has been initially learned, we solidify the connections among elements of information, make it easier to retrieve when we need to use it, and make it more likely that this information will be available to help us accept and store additional information in the future.
Procedural memory refers to the ability to remember how to perform a task or to employ a strategy. The steps in various procedures are apparently stored in a series of steps, or stimulus-response pairings. When we retrieve information from procedural memory, we retrieve one step, which triggers the next, which triggers the next, etc.
These various parts of long-term memory do not operate in isolation from one another. While it is not clear how they work together, it is clear that they are related and overlap. For example, a teacher who is asked to write a letter of recommendation for a former student might wish to retrieve information about the ability of that student compared to other students. To do this, she might first use episodic memory to form an image of that student as a real person performing real activities in her class several years ago, and this image might help her recall specific details of class performance and term papers written by that student. Likewise, a college student writing a paper in a history course on mercantilism might first listen to or read a semantic presentation on the topic, perform an episodic memory search to recall instances in his own life when he himself experienced what the teacher was talking about, recall the semantic definitions of related terms from another course, and continue this process until he felt he could understand and integrate the new information.
There are two major problems related to the use of long-term memory: (1) to transfer the information accurately to long-term memory and (2) to retrieve the information accurately. The primary strategy for transferring information from working memory into long-term memory is referred to as encoding or elaboration. These terms refer to the process of relating information to other information that is already stored in long-term memory. Piaget and other constructivists have developed detailed theories regarding how information is stored in long-term memory, and some aspects of these schemata theories are described in Chapter 4 of this book. That information should be considered directly compatible with the information presented in this chapter.
The key ingredient that facilitates long-term storage is meaningfulness. This term refers not to the inherent interest or worthiness of information, but rather to the degree to which it can be related to information already stored in our long-term memory. One concept or piece of information is more meaningful than another if the learner can make a larger number of connections between that piece of information and other information already in long-term memory.
Since meaningfulness is a critical factor in storing information, one of the most important strategies for promoting long-term storage and retrieval of information is to have the student learn it in a meaningful context. Since meaningfulness refers to the number of connections between new and old information, one of the best ways to promote meaningfulness is for the learner to have an abundance of information related to a topic already well organized in long-term memory. To take a simple example, a person with ten pieces of information in long-term memory related to a topic will have a better chance of treating the topic meaningfully than will a person with only one related piece of information stored in memory.

Theories of Retrieval
Most theories of retrieval agree that we use retrieval cues to locate and activate memory representations, whereupon we decide how to respond. There is some agreement, however, over how this process actually unfolds. Such disagreements have often centered on the issue whether recall and recognition involve retrieval processes of different kinds. Thus before examining these ideas, it is useful to look at the recall-recognition distinction.
Once information has been encoded and stored in memory, it must be retrieved in order to be used.
Memory retrieval is important in virtually every aspect of daily life, from remembering where you parked your car to learning new skills. There are many factors that can influence how memories are retrieved from long-term memory. In order to fully understand this process, it is important to learn more about exactly what retrieval is as well as the many factors that can impact how memories are retrieved.
Memory Retrieval Basics
So what exactly is retrieval? Simply put, it is a process of accessing stored memories. When you are taking an exam, you need to be able to retrieve learned information from your memory in order to answer the test questions. There are four basic ways in which information can be pulled from long-term memory. The type of retrieval cues that are available can have an impact on how information is retrieved. A retrieval cue is a clue or prompt that is used to trigger the retrieval of long-term memory.
• Recall: This type of memory retrieval involves being able to access the information without being cued. Answering a question on a fill-in-the-blank test is a good example of
recall.
• Recollection: This type of memory retrieval involves reconstructing memory, often utilizing logical structures, partial memories, narratives or clues. For example, writing an answer on an essay exam often involves remembering bits on information, and then restructuring the remaining information based on these partial memories.
• Recognition: This type of memory retrieval involves identifying information after experiencing it again. For example, taking a multiple-choice quiz requires that you recognize the correct answer out of a group of available answers.
• Relearning: This type of memory retrieval involves relearning information that has been previously learned. This often makes it easier to remember and retrieve information in the future and can improve the strength of memories.
Problems with Retrieval
Of course, the retrieval process doesn 't always work perfectly.
Have you ever felt like you knew the answer to a question, but couldn 't quite remember the information? This phenomenon is known as a 'tip of the tongue ' experience. You might feel certain that this information is stored somewhere in your memory, but you are unable to access and retrieve it.
While it may be irritating or even troubling, research has shown that these experiences are extremely common, typically occurring at least once each week for most younger individuals and two to four times per week for elderly adults (Schacter, 2001). In many cases, people can even remember details such as the first letter that the word starts with. (Brown, 1991).
Decay theory
Decay theory states that when something new is learned, a neurochemical, physical "memory trace" is formed in the brain and over time this trace tends to disintegrate, unless it is occasionally used. Decay theory states the reason we eventually forget something or an event is because the memory of it fades with time. If we do not attempt to look back at an event, the greater the interval time between the times when the event from happening and the time when we try to remember, the memory will start to fade. Time is the greatest impact in remembering an
event.
SYNTHESIS
Our brain is a powerful organ that is responsible for learning, memory, and controlling other organs in our body. Our brain can store enormous amounts of information that we can retrieve for future usage. There are a lot of basic ways in retrieving information. Like the literature that the researcher has been read. It stated that we can recall, recognize, recollect and relearn information. Some people are good in retrieving memories from their past. They can still remember their old school friends, the significant life events that happened to them. Some of them can still recall what happened to them when they were still young. Who is their favorite teacher in elementary grade? Why the planets in the solar system don’t bang each other? All these things happened because of our memory that helps us to recall past and memorable events in the past that for the other people, they have hard time thinking about this. Each information is stored in our Long term memory in which, it has the capacity to store bulks of information. To retrieve information when we need it but sometimes, there are instances that we fail to recall it because it happened long time ago. Sometimes we forget the exact word to be used when constructing a sentence. This phenomenon is called Tip-of-the tongue phenomenon in which we fail to remember the information we need to say. Information is stored somewhere in our memory but we fail to retrieve it. There are times that we already learned that lesson from our pass years in school but when someone asked us about it, we fail to give them the appropriate answers they need. This only happens when we don’t practice our memory, when we don’t enhance it by reading, relearning and practicing things. This state is called decaying. Like what the theory states, information can fade through time. Because time is the greatest impact in remembering. Like what the researchers study is all about, due to a very long period of time that the respondents didn’t study their previous lessons, forgetting occurs. But to those who have sharper memories, they can still recall what they have been learned before. The theory and the study has a similarities because this study aims to know if the can still recall the necessary information needed to answer the questions given by the researchers.

METHODOLOGY
This chapter represents the research design used, the respondents, the procedures, statistical treatment used and the different numerical data of the study.

RESEARCH DESIGN
The researchers employed and utilized experimental method using the research design the PRE- TEST POST-TEST design as the control group of the research to measure the LTM’s capacity of the researcher’s respondents. It is used to compare if the variable has an effect to the experimental group. It is the preferred method to compare participant groups and measure the degree of change occurring as a result of treatments or interventions.

RESPONDENTS OF THE STUDY The respondents are randomly selected High school Students of Tanza National Comprehensive High School, Tanza Cavite. The researchers choose these respondents because they want to prove that eating banana during review boosts the brain..The respondents that was part of the researcher’s study should possesses the following: A high school student, year levels ranging fr0m 1st to 2nd year ,must be officially and validly enrolled at Tanza National Comprehensive High School (Summer 2011-2012) in Daang Amaya 2, Tanza Cavite. In addition to this, they should have normally conditioned memory and has the capacity to comprehend and answer the examination that will be given by the researcher.

TIME AND PLACE OF THE STUDY
The study was conducted at Tanza National Comprehensive High School in Daang Amaya II Tanza, Cavite. The study was conducted on May 16, 2012(Wednesday) 1-2pm.

INSTRUMENTATION
The researchers used the Indirect or the Questionnaire method to obtain information. It can be hand carried, or via email to the intended respondents.

SAMPLING TECHNIQUE
The researchers utilized a purposive Sampling as their sampling technique in selecting the 12high school students as the respondents.Purposive sampling is used when selecting is judgment based. The researchers believed that the respondents will provide the data they will need.

PROCEDURE The researcher will divide the respondents into two groups; they will be grouped according to their year level. The researcher will give bananas to the first group. After the review they will undergo to an examination. They were given 45mins to answer the test given by the researchers. The other examination was given the day after. By this time, only the second group will receive bananas while reviewing, same procedures. After that, data was gathered when they checked the test papers.

STATISTICAL TREATMENT
The researchers utilized the Test of Difference to answer the research questions of the study. It is used to compare means in the sample if they are correlated to each other. This treatment is used in “before-and-after” study. The researchers also used the Analysis of Variance (ANOVA) as one of their statistical treatment. It is used to determine whether differences exist between two or more population means.

RESULT AND DISCUSSION
This chapter contains the presentation and interpretation of the results from gathered data through the use of tables. This chapter also contains the discussion of analysis by comparing or contracting results from existing literature.

Long term memory’s level of measurement of TNCHS students in terms of their Pretest and posttest:

Table1. Statistical Frequencies of pretest in experimental group. Frequency
Percent
Valid Percent

Valid 21.00 23.00 26.00 27.00 28.00 33.00
Total
1
1
1
1
1
1
6
16.7
16.7
16.7
16.7
16.7
16.7
100.0
16.7
16.7
16.7
16.7
16.7
16.7
100.0

Table 1. shows the Frequency, percentage, Valid Percent and Cumulative percent of the scores that undergone with the statistical method. The table shows the increasing cumulative percent while the Frequency, Percent and valid percent stay on their respective amounts. As the Valid column increases, the cumulative frequency increases also.

Table2. Statistical Frequencies of pretest in control group Frequency
Percent
Valid Percent
Cumulative percent
Valid 19.00 23.00 25.00 27.00 28.00
Total 1
1
1
2
1
6 16.7
16.7
16.7
33.3
16.7
100.0 16.7
167
16.7
33.3
16.7
100.0 16.7
33.3
50.0
83.3
100.0

Table2 shows the increase in the fourth row of the table. In this table, the frequency ,percent, valid percent and the cumulative percent increases compared to the first table wherein only the cumulative frequency increases.
Table3. Statistical Frequencies of posttest in experimental group Frequency
Percent
Valid Percent
Cumulative Percent
Valid 22.00 24.00 26.00 28.00 30.00 33.00
Total 1
1
1
1
1
1
6 16.7
16.7
16.7
16.7
16.7
16.7
100.0 16.7
16.7
16.7
16.7
16.7
16.7
100.0 16.7
33.3
50.0
66.7
83.3
100.0

Table3 shows that the frequency, percent, and valid percent is the same as the table1’s frequency,percent and valid percent. Only the cumulative percent changes its corresponding numbers inside the column.

Table4. Statistical Frequencies of posttest in control group frequency percent Valid percent
Cumulative percent
Valid 14.00
20.00
21.00 26.00 28.00
Total
1
1
1
1
2
6 16.7
16.7
16.7
16.7
33.3
100.0 16.7
16.7
16.7
16.7
33.3
100.0 16.7
33.3
50.0
66.7
100.0

The pre test result of the control group has a similarity in theposttest result of control group.based on the table above. The frequency, percent, valid percent and the teble 4 cumulative frequency has a similar result.

Table5. Difference between the scores of Experimental and control group tests results in their Pre-test.

N mean Std. deviation Std.error
Pretest experimental group
Pre test control group
Post test experimental group
Post test control group 6 26.3333 4.17931 1.70620
6 24.8333 3.37145 1.37639

6 27.1667 4.02078 1.64148

6 22.8333 5.52871 2.25709

Table 5 shows the differences of the scores between the two groups that undergone with the examinations. As we can see, the pretest of the control and experimental group differ from the result of their mean and standard deviation. The result shows that the result of the pre test in experimental group is higher than the result of the control. Same goes in their post test. The experimental got the highest results in terms of their standard deviation and mean.

Table6.Difference between their scores in Pre and post test of Experimental and control group Sum of squares df Mean square F Sig.
Between groups
Within groups
Total 65.125
377.833
442.958 3
20
23 21.708
18.892 1.149

.345

This table shows the difference between the two respective groups with the sum their squares 65.125, df of 3, Mean square21.708, frequency of 1.149 and significance of .345. on the other hand, the difference within the groups has the sum of squares 377.833 with the degree of freedom of 20,mean square of 18.892. they have the significance of .345, which is greater than .050. Table7. Multiple Comparisons Sig.
Tukey HSD Pre test experimental group pre test control group Post test of experimental group Post test of control group .932
.967

.517 Pre test of control group pre test experimental group Post test of experimental group Post test of control group .932
.789

.855
Post test experimental group pre test experimental group Pre test control group

Post test control group

Post test control group pre test experimental group

Pre test control group

Post test experimental group

Scheffe Pre test experimental group pre test control group

Post test experimental group Post test control group

Pre test control group pre test experimental group

Post test experimental group

Post test control group .987
.789
.337

.517

.855

.337

.948

.990

.593

.948

.990

.593

Table7 shows the differences of level of significance in each different groups. The significance level of the following varies according to the test results of each group.

SUMMARY
This study aims to answer the questions of how to measure the level of one’s Long Term Memory in terms of the results the student’s pre and posttest given by the researchers. This study also aims to answer if bananas really helps to boost the memory of an individual. The researchers use the test of difference to show the mean, standard deviation and the standard error of the test given to the respondents. They also use Analysis of Variance(ANOVA) to compare the scores and to see if there is a significant difference that can prove to the readers that their research is valid. To gather and interpret the data,the researcher utilizes the purposive sampling to search for the respondents that would fit to their study. In addition to this, the researchers come up to receive a positive outcome, from their study, they made a conclusion to accept the null hypothesis that they made, that eating banana really helps to boost the memory of an individual.

CONCLUSION
Based on the finding in the researcher study, the following conclusions are obtained:
The 1st and 2nd year students who took up the test in testing their long term memory helps the researcher’s to prove that their experiment is valid based on the results of their exams.
The researchers suggest that to obtain a good result, the next researchers must conduct this activity during regular wherein the respondents are rampant because this kind of activity is really a time consuming one that needs full concentration and efforts when conducting.

RECOMMENDATION
The researchers recommend the following findings:
To enhance the academic performance of the students they should have enough time for them to review. The researchers suggests that to obtain a good result, the next researchers must conduct this activity during regular semester wherein the respondents are rampant because this kind of activity is really a time consuming one that needs full concentration, efforts and knowledge when conducting. They should have enough time to review the lesson for them to be able to answer correctly the following question given by the researchers.

APPENDICES

NAME: ____________________________ Date:____________
Year Level: ________
School: __________________________________

DIRECTIONS: Read and answer the following questions below. Write legibly. Use black ink pen only. Avoid erasures. Follow the directions. For clarifications, kindly approach the test giver and do not ask your seatmates.

Part 1.SOLAR SYSTEM
TEST 1. IDENTIFICATION. Identify the following.Write your answers in the space provided.

1. What is the 9th planet in the solar system?
2. What is the 8th planet in the solar system?
3. What is the 7th planet in the solar system?
4. What is the 6th planet in the solar system?
5. What is the 5th planet in the solar system?
6. What s the 4th planet in the solar system?
7. What is the 3rd planet in the solar system?
8. What is the 2nd planet in the solar system?
9. What is the 1st planet in the solar system?
10. It is the twin of Uranus.It has two moons.
11. It has 5 moons and it is named after a God, the father in a family of giants.
12. Named after the god of farming. It has 24 moons.
13. It is the giant planet. It has 12 moons.
14. It is the red planet. It has 2 moons. Daines and Phobos.
15. Named after the swift and mischievous messenger of the greek gods.It has no moon.
16. Brightese planet. Named after the goddess of beauty and love.
17. This are debris of comets,metals and rock fragments orbiting the space.
18. T is the largest planetoid.
19. Heavenly bodies made of gases,dust and other solid particles that travel around the sun.
20. It is the famous comet which appears in eveery 76 years. It is believed to appear in 2026.

Test 2. HUMAN BODY
TEST 2. MULTIPLE CHOICE. Encircle the best and correct answer.
1. They work together to make up an organ.
a) Cell
b) Muscle tissue
c) Tissues
d) Organelles

2. They holds the cell and other tissues of the boy together.
a.) Epithelial cell
b.) Mitochondria
c.) Connective tissues
d.) Blood

3. They are called cover tissues.
a) Lysosomes
b) Epithilial tissues
c) Nerve tissues
d) Blood tissues

4. They make up the tissues of the brain.
a) Organelles
b) Nerve tissues
c) Neurons
d) Dendrites

5. They work together to make up tissues
a) Synapse
b) Dendrites
c) Cell
d) Animal cell

6. The muscles which helps he bones to move cells are voluntary muscles, involuntary muscles and cardiac muscles.
a) Respiratory System
b) Muscular System
c) Circulatory system
d) Nervous System

7. The brain , spinal cord, and the nerves controlled the human body.
a) Circulatory System
b) Respiratory System
c) Endoctrine System
d) Nervous System

8. It is the igloo-roof bone or skull covers the delcate part of the human body which is the ________.
a) Heart
b) Brain
c) Stomach
d) Lungs

9. It is made up of involuntary muscles which pumps blood to all parts of the body.
a) Kidney
b) Lungs
c) Pancreas
d) Heart

10. The framework of your body is called______.
a) Lungs
b) Bones
c) Skeleton
d) Skull

Part 2. HISTORY
Direction: Multiple Choice.Encircle the correct answer.
1. It is the national flower of the Philippines.
a) Rosal
b) Champaca
c) Jade vine
d) Sampaguita

2. It is the Philippines National fish?
a) St. Peter fish
b) Bangus
c) Anchovy
d) Sinarapan

3. It is the Philippines National animal?
a) Dog
b) Cat
c) Cow
d) Carabao

4. Who is the National Hero of the Philippines
a) Bonifacio
b) Mabini
c) Luna
d) Rizal

5. What is our National Anthem?
a) Bayang Magiliw
b) Bayang Cavite
c) Lupang hinirang
d) Lupang Sinilangan

6. It is the smallest fish found in the Philippines.
a) Pandaca Pygmea
b) Sinarapan
c) Anchovy
d) Puffer fish

7. Who composes the national anthem of the philippin national anthem?
a) Julian Clarete
b) Felife Calderon
c) Julian Felipe
d) Cristeta Magbanua

8. The famous volcano of Bicol. It has a perfect cone shape.
a) Taal Volcano
b) Mt. Apo
c) Mt. Arayat
d) Mt. Mayon

9. Who is the famous painter who paints the Famous painting Spolarium
a) Antonio Luna
b) Graciano Lopez
c) Julian Felipe
d) Juan Luna

10. Who is the first president of the Philippine republic?
a) Emilio Jacinto
b) Diego Silang
c) Emilio Policarpio
d) Emilio Aguinaldo

11. When was the date that Rizal was fired in Luneta Park?
a) Dec. 31 1909
b) Dec. 30 1862
c) Dec. 30 1858
d) Dec. 30 1968

12. He is the brain of the Katipunan
a) Diego Silang
b) Marcelo del Pilar
c) Antonio Luna
d) Apolinario Mabini

13. Term being used by the Spanish to describe the Philippines
a) Pearl of the East
b) Pearl of the Paradise
c) Pearl of the North
d) Pearl of the Orient

14. How many siblings does Rizal have?
a) 10
b) 6
c) 12
d) 8

15. He is the Spanish explorer who is being killed by Lapu-Lapu
a) Ferdinand De jesus
b) Ferdinand de Cano
c) Ferdinand Magellan
d) Ferdinand Lapus

16. Who wrote the two famous books namely: “El Filibusterismo and Noli me Tangere”
a) Jose Carpio
b) Jose Rizal
c) Marcelo del Pilar
d) Ferdinand Blumentritt

17. He is a bayani from Ilocos.
a) Trinidad tecson
b) Melchora Aquino
c) Diego Silang

18. The whole island of the philippines is like a:
a) Head of a dog
b) Head of a cow
c) Head of a donkey
d) Head of a mouse

19. Nocturnal animal from Bohol that eats small insects as their prey.
a) Owl
b) Cloud rat
c) Tarsier
d) Mouse deer

20. How many islands does the Phils have?
a) 14
b) 26
c) 24
d) 3

PICTURES OF THE RESPONDENTS

Republic of the Philippines
CAVITE STATE UNIVERSITY
Don Severino De Las Alas Campus
Indang,Cavite

May 15,2012

Ms. Marites J. Mateo
Head Teacher
Tanza National Comprehensive High School
Daang Amaya II, Tanza, Cavite

Dear Madam:

Good Day! The students of Cavite State University, taking Experimental Psychology this summer will going to have their experimental research entitled” HOW DOES EATING BANANA DURING REVIEW AFFECTS THE LONG TERM MEMORY”. We are asking in your honorable office your permission to allow these students to conduct the said research in your institution on May 16 and 17,2012 1- 2pm in the afternoon. We are hoping for you favorable response. Thank you and God bless!

Noted by:

_____________________

Ms.Alma Fatima R. Reyes PSYC70 instructor

REFERENCES

William C. Gordon,(1989). Learning and Memory. Pacific Grove, California.Brooks/Cole Publishing Company

Mark H. Ashcraft,(1989).Human Memory and Cognition, United States of America,HarperCollins Publishers.

Stephen F. Dans and Joseph Pallatino, (2000).Psychology. Upper saddle River,USA, Prentice Hall, Incorporated.

Stephen F. Dans and Joseph Pallatino, (1997).Psychology. Upper saddle River,USA, Prentice Hall, Incorporated.

Stephen F. Dans and Joseph Pallatino, (1995).Psychology. Upper saddle River,USA, Prentice Hall, Incorporated.

Psychology.about.com/od/cognitive psychology/a/memory_retrival.htm

http://www.livestrong.com/article/91156-bananas-brain/#ixzzlt39V6PF3

http://www.livestrong.com/article/444 034-what-does-a-banana-do-to-your-brain/#ixzzlt3A786eT

Charles G. Morris,(2003). Psychology.University of North Carolina at Charlotte, Prentice Hall,Upper Saddle River,New Jersey 07458

Dennis Coon. Psychology, A Journey. Wasworth Thomson Learning