أثر الذاكرة الزائفة و طريقة العرض في حل المشكلات القائم على الاستبصار لدى طالبات الصف العاشر

Abstract EN

The study aimed at investigating the effect of false memory and modality in problem solving based on insight.

The sample of this study consisted of 80 students of the tenth-grade females from Mafraq, Jordan, who were divided into two groups (audio/visual).

To achieve the study aims, the Deese- Roediger McDermott Lists were used to create a false memory, and the Compound Remote Associate Task was used to measure problem-solving based on insight.

The results revealed that there is a statistically significant difference at α≤.05 between the arithmetic mean for problem-solving based on insight due to false memory, The results showed that there was no statistically significant difference at α≤.05 between the arithmetic mean for problem-solving based on insight due to both: Modality (audio/visual) and memory (real/false).

The results showed that there was a statistically significant difference at α≤.05 between means for the speed of problem-solving based on insight due to false memory.

The results did not show a statistically significant difference at α≤.05 between mean of the response time for the speed of problem- solving based on insight due to modality (audio/visual) with memory (real/false).