A Comparative Study on the Effect of Context on Retrieval between Adolescent Boys and Adolescent Girls

Abstract

This comparative study delves into the nuanced ways contextual factors impact information retrieval among adolescent boys and girls. The aim is to analyse cognitive processes, memory, and learning preferences unique to each gender. By examining how they navigate and recall information within different contexts, the research aims to contribute valuable insights for educators and policymakers, potentially leading to tailored strategies for cognitive development and education based on gender-specific needs. The sample of the study consists of 30 adolescents (from ages 11-19 years), out of whom 15 were males and 15 were females, who were all literate and free of any psychological ailments. The data was collected using standardised Context and Retrieval Test which consists of 18 cards with an incomplete sentence enclosed in a box and two words printed on the top right and top left corners, out of which one is the context word, and the other is non-contextual. After the samples were collected, the mean percentage of recall of both, contextual and non-contextual words was calculated and compared between the genders. The results showed significant difference between the recall of context words of males and females. It was observed that the recall of contextual words was higher than that of non-contextual words in both genders. It was also noted that the recall of context words was higher in females as compared to males. Context plays a crucial role in retrieval because it provides a framework for organizing and associating information in our memory.