PSY 2202 B Experimental Research

THE EFFECT OF FACE-NAME MNEMONIC TECHNIQUE ON
RECALL OF COLLEGE STUDENTS FROM BATANGAS STATE
UNIVERSITY LIPA CAMPUS
A Thesis
presented to the
Faculty of the College of Arts and Sciences
BATANGAS STATE UNIVERSITY LIPA CITY
Marawoy, Lipa City
In Partial Fulfillment
of the
Requirements for the Degree
Bachelor of Science in Psychology
MARY GRACE I. CANTOS

ANNALISA H. DESAMERO
DANIEL FABIALA
KEI CARLO M. MAYOR
ROCHELLE M. VIVAS
May 21, 2021

ii
APPROVAL SHEET
This thesis entitled “THE EFFECT OF FACE-NAME MNEMONIC
TECHNIQUE ON RECALL OF COLLEGE STUDENTS FROM
BATANGAS STATE UNIVERSITY LIPA CAMPUS” prepared and submitted
by Mary Grace I. Cantos, Annalisa H. Desamero, Daniel Fabiala, Kei Carlo M.
Mayor and Rochelle M. Vivas in partial fulfillment of the degree of Bachelor of
Science in Psychology, has been examined and recommended for acceptance and
approval for Oral Examinations.
SHELYN S. EXTRA
Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examinations with a grade of ___________.
Accepted and approved in partial fulfillment of the requirements for the
Degree of Bachelor of Science in Psychology.
_______ DR. NERRIE E. MALALUAN
Date Dean of Colleges

iii
ACKNOWLEDGEMENT
The researchers would like to extend their deep gratitude to everyone have
extended their assistance for the success of this study. This work would not have been
possible to come to the present shape without the supervision and support given by
numerous people particularly the following:
It is with great gratitude that we acknowledge our supervisor, Ms. Shelyn S.
Extra, for her efforts and guidance. Her suggestions, insightful remarks, enthusiasm, and
provisions all contributed significantly to the study's success. Her knowledge and skills
have also helped the researchers in completion of this research.
To all friends, family and everyone who have shared their untiring
and countless support, either emotionally, morally, spiritually, and financially, and
for their immeasurable love and motivation.
And above all, to Almighty God, for the wisdom and power of mind he
bestowed upon us, strength, and good health in order to finish this research.
We thank you.
M.G.I.C
A.H.D
D.F
K.C.M.M
R.M.V
iv
DEDICATION
This is a grateful dedication to all the people in our life who have
contributed to the success of this work and who have offered their assistance and
support in order for this research to be completed.
These accomplishments are dedicated to our family, who have consistently
provided moral, emotional, spiritual, and financial support, as well as motivated
and unconditionally love when we were on the verge of giving up.
To our Experimental Psychology Professor, Ms. Shelyn S. Extra, who
believed in our abilities and who gave her endless support and guidance, whose
expertise and knowledge was genuinely shared to our group, this study would not
be possible if not for you;
And above all, To Great Almighty,
For His guidance, for giving us strength, power of mind, protection, and skills.
Mary Grace
Annalisa
Daniel
Kei Carlo
Rochelle
v
ABSTRACT
Title: THE EFFECT OF FACE-NAME MNEMONIC
TECHNIQUE ON RECALL OF COLLEGE
STUDENTS FROM BSU LIPA CAMPUS
Author: CANTOS, MARY GRACE I
DESAMERO, ANNALISA H.
FABIALA, DANIEL
MAYOR, KIE CARLO H.
VIVAS, ROCHELLE M.
Type of Document: UNDERGRADUATE THESIS
No. of Pages:
Name and Address of Institution: BATANGAS STATE UNIVERSITY
LIPA CITY MARAWOY, LIPA CITY
Course: BS PSYCHOLOGY
The recognition and recall of other people’s faces and names is an essential part
of everyday life, even for students. The face-name mnemonic strategy has been shown to
be effective in aiding in the recall of names when prompted with faces. This technique is
a mnemonic scheme that uses a keyword to associate a person's face with their name. The
study aims to investigate the effectiveness and efficiency of using the face-name
vi
mnemonic technique in recalling strangers’ names. Furthermore, the main goal of the
research is to help the general youth improve their skills in memorization, specifically
when recalling names of pioneers in various fields.
The participants of the study were chosen through the online experiment/activity
with the use of convenience sampling. This study is delimited to forty (40) participants,
composed of twenty (20) males and twenty (20) females. The sample group consisted of
BSU Lipa students who were 18-22 years of age and was divided into the control and
experimental groups. The participants will be put through an experiment that involves
them being shown random faces with names, the control group must remember the names
to the best of their abilities, while the experimental group will use the mnemonic. The
results and data gathered from both groups will be compared with each other to test the
hypothesis. The researchers used the static group experiment design. 1. Results indicate
that the Face-Name Mnemonic Technique has no benefit, at least in the specific scenario
of the experiment.
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TABLE OF CONTENTS
Page
TITLE PAGE ...................................................................................... i
APPROVAL SHEET ...................................................................................... ii
ACKNOWLEDGMENT ...................................................................................... iii
DEDICATION ..................................................................................... iv
ABSTRACT ......... ............................................................................. v
TABLE OF CONTENTS ..................................................................................... vii
LIST OF TABLES
Table 1. (Post-test results for Control and ...................................................... 28
Experimental Groups)
Table 2.( Post-test results of Control Group 1 vs. ......................................... 30
Experimental Group 1)
Table 3.( Post-test results of Control Group 2 vs. ......................................... 31
Table 4. .( Post-test results of Experimental Group 1 vs. .............................. 32
LIST OF FIGURES
Figure 1. (Conceptual Paradigm) .......................................................... 22
LIST OF APPENDICES
Appendix A. (Consent Form) ............................................................. 43
Appendix B. (Instrumentation) ................................................. 46
Appendix C. (Statistical Computation) ................................................. 59

viii
CHAPTER
1 THE PROBLEM
Introduction ............................................................... 1
Statement of the Problem ......................................................... . 4
Scope, Limitations, and Delimitations of the Study ....................... 4
Significance of the Study ............................................................5
2 REVIEW OF RELATED LITERATURE
Conceptual Literature ............................................................7
Research Literature ...........................................................10
Synthesis ...........................................................15
Conceptual Framework ...........................................................21
Hypothesis ...........................................................23
Definition of Terms ...........................................................23
3 RESEARCH METHODOLOGY
Research Design ...........................................................25
Subjects of the Study ...........................................................25
Data Gathering Instrument ...........................................................26
Data Gathering Procedure ...........................................................26
Analysis of Data ...........................................................27
4 PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA (topical based on specific problems) ............................... 28

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5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary ...................................................................... 34
Findings ..................................................................... 35
Conclusions ......................................................................36
Recommendations ......................................................................37
APPENDICES
CURRICULUM VITAE
1
CHAPTER 1
AN OVERVIEW
Introduction
Being a successful student is far more about being a smart user of effective
strategies than about being 'smart'. It is possible to predict how well a student will do
simply on the basis of their use of study strategies. Mnemonics is one class of study
strategies that has proven its effectiveness, but is used far too little. Despite numerous
studies demonstrating the effectiveness of mnemonic strategies in general, they are not
very commonly used as formal memory aid among students. Perhaps the main reason for
this is that their effectiveness is not intuitively obvious; no one genuinely thinks that
these "tricks" can enhance retention so substantially until they try them for themselves.
That being said, while mnemonics do not assist you in understanding your material, they
do aid you in recalling the many details necessary to attain expert knowledge in a topic,
like the names of things, scientific terminology, and lists of principles. For example, in
the field of Psychology, there are numerous people that students must be familiar with
like Sigmund Freud, Alfred Adler, and Albert Bandura.
The recognition and recall of other people’s faces and names is an essential part
of everyday life, even for students. The face-name mnemonic strategy has been shown to
be effective in aiding in the recall of names when prompted with faces (McCarty, 1980).
This technique is a mnemonic scheme that uses a keyword to associate a person's face
with their name. Typically, experiments entailed coming up with a keyword that sounded
like the individual's name and was usually concrete. Next, a prominent feature of the
individual’s face was identified. Finally, a visual image was produced that relates the
2
keyword to the identified prominent feature (Carney, Levin, & Morrison, 1988). Perhaps
this technique most commonly utilized among the mnemonic techniques. Yesavage
& Rose (1984) discovered that by using this strategy, older individuals drastically
enhanced their recollection of names, though the progress was limited (they still only
remembered 24 percent of names - but this was double what they remembered prior to
training). This implies that mnemonic techniques are effective even for individuals
significantly above school age, imagine how it would help those who are still in their teen
years, in their peak cognitive performance.
When Higbee (2001) surveyed people on which aspects of memory they would
like to improve, majority responded with their memory of people's names. Such desires
have led to development of specific mnemonic strategies designed to improve name
recall upon seeing a face. This indicates that there is indeed a need for the execution of a
research like this one. As a proof on concept, McCarty (1980), discovered that using a
face name mnemonic significantly improved recall of names along with a presentation of
a list of face-name pairs compared with controls who were provided no specific
instructions. He found that, if any aspect of the face-name mnemonic was eliminated
from the process, then the level of memorization showed no difference than that of the
aforementioned control group. Furthermore, McCarty reported that participants had a
tendency to mix up images with the same defining feature. As a consequence, as the use
of a prominent feature increased, the likelihood of recalling a name for a face decreased.
In a similar vein, the more distinct a facial feature was judged to be, the more useful it
could be as a cue. The use of a face-name mnemonic can thus help with name recall, only
when all aspects of the mnemonic are used and the characteristics used to differentiate
among faces remain distinct.

3
According to the “representational” model of memory for specific names,
recounting names is difficult as they're both trivial and meaningless (Cohen & Burke,
1993). The face-name mnemonic strategy makes the name meaningful by recording it as
a more concrete name clue, and then embedding this clue in a meaningful, interactive
image. The potential of interactive visual imagery, in particular, to "glue" items together
is well established, and the dual-coding hypothesis theoretically supports it (e.g, Pavilio,
1971). In the end, the procedure yields a systematic retrieval path leading from a pictorial
stimulus (the face) to a verbal response (the person’s name). In simpler terms, the face-
name mnemonic technique helps make names more important to our brain’s perception
by associating it with visual features, thus making names easier to recall later on.
In psychology, and as well as other fields and courses, students are almost never
required to associate the names and faces of various theorists. Nevertheless, memorizing
people's names is an extremely useful skill in daily life. As an example of the strategy,
suppose a student’s name is Mr. Robinson. The first step is to devise an acoustically
similar name cue (e.g., the mall franchise “Robinson’s Malls”). Next, we notice that a
prominent feature of Mr. Robinson is his blue eyes. Finally, we form an interactive image
relating the mall and the eyes in a meaningful way (e.g., imagine a mall being reflected
within his blue eyes). Encoded in this manner, retrieval proceeds as follows: Mr.
Robinson’s face  blue eyes  image involving the mall and his eyes  Robinson.
Smith (1985) used the face-name approach to provide a small-group activity to help
students remember the names of their classmates.
The face-name mnemonic is easily adaptable to other visual associative
recall tasks, like those found in botany, zoology, geography, and many other fields.
Imagine if students could use this very technique to help familiarize themselves with
prominent people in their fields the likes of Freud, Adler, Jung, and Skinner in
4
Psychology, etc. The study aims to investigate the effectiveness and efficiency of using
the face-name mnemonic technique in recalling strangers’ names. Furthermore, the main
goal of the research is to help the general youth improve their skills in memorization,
specifically when recalling names of pioneers in various fields.
Statement of the Problem
As a whole, this research aims to help students in memorizing names and faces
more efficiently. Specifically, this study aims to answer these following questions:
1. What are the post-test results for the control group?
2. What are the post-test results for the experimental group?
3. Is there a significant difference between the post-test results of the participants?
4. What are the proposed intervention/s based on the findings of the experiment?
Scope, Limitation, and Delimitations of the Study
In the contexts of the participants’ lives, the ability to memorize names and faces
would serve to be helpful. This study is strictly limited to the effectivity of using
mnemonic techniques in recalling names, with the help of facial features.
The participants of the study were chosen through the online experiment/activity
with the use of convenience sampling. This study is delimited to forty (40) participants,
composed of twenty (20) males and twenty (20) females. The sample group consisted of
BSU Lipa students who were 18-22 years of age and was divided into the control and
experimental groups.
The study aims to investigate the effectiveness and efficiency of using the face-
name mnemonic technique in recalling strangers’ names as well as to help the general
youth improve their skills in recalling names. The researchers conducted an experiment
5
that involves an activity in which the participants will watch a video. The video is
basically a series of random faces with names indicated. For the experimental group,
there will be two levels. For the first level, the faces will have indications of distinct
features to guide them in using the face-name mnemonic technique. For the second level,
there will be no visual clues, nor guidance on what to focus on, or what distinct facial
features to think about, but they will still employ the same face-name mnemonic. For the
control group, the researchers will not inform them about the use of mnemonic
techniques, and their version of the video will not have guides and indications of distinct
facial features. While viewing the video, both groups will try their best to remember as
many faces’ names as possible, there will be a short recall test afterwards.
Significance of the Study
As established before, the face-name mnemonic technique can be a useful strategy
in recalling the names of people. In this specific study, the researchers realize that the
results would serve useful:
To Students. This study will be helpful to students improve their memory of
important information, specifically people’s names. It is essential for them to enhance
memory of the names of prominent pioneers, and even strangers that they will eventually
meet in the real world.
To Educators. Teachers and professors are faced with the task of remembering
numerous new names every term (and for some, every month). If the students do not
share their identities and personal characteristics, the names they have on their register
would probably be unrecognizable to them, and therefore potentially harder to commit to

6
memory. As a person in a position of authority and responsibility, the ability to remember
their names will matter to the students as well as help with creating a bond.
To Psychologists. Psychology practitioners may benefit from the results of this
study in various ways. Either it serves useful to their personal lives when facing new
clients, and talking to new people; or it serves useful in their own research regarding
memory, recall, and information retention.
To Future Researchers. This study will lead them to create different studies in
mnemonics. It will serve as a reference or guide for future researchers who will be doing
the same or related kind of research for further expansion of the subject.
7
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains discussions of studies relevant to the present research. This
section includes concise of different literature and studies that would be useful in the
present study. The researchers review concepts from a large number of previous studies
and thesis research work from both foreign and local materials applicable to the study.
Conceptual Literature
In order to understand fully, the researchers seek writing from journals and
electronic sources. This briefly presents the review of related literature that provided the
researcher with the background of determining the effectivity of using mnemonic
technique in recalling names.
Carney & Levin (2000) defined face-name mnemonic as a keyword (or “name
clue”) that is acoustically similar to the name of a person they are trying to remember.
Then they connect the name clue with a feature of the person’s face using interactive
imagery. This technique can help students learn the names of their classmates, while
simultaneously increasing their knowledge of mnemonic methods. Students can also use
this strategy to learn famous names and faces of important psychology figures, such as
William James or B. F. Skinner.
According to Cohen & Burke (1993) the face-name mnemonic strategy makes the
name meaningful by recoding it as a more concrete name clue, and then embedding this
clue in a meaningful interactive image. The ability of interactive visual imagery, in
particular, to “glue” items together has been well established, and is theoretically
8
supported by Paivio’s dual-coding hypothesis. In the end, the procedure yields a
systematic retrieval path leading from a pictorial stimulus (the name) to a verbal response
(the person’s name).
Neely (2000), the ability to form vivid mental images is a crucial aspect of the
face- name mnemonic. Making a semantic judgement, which in these studies consisted of
producing statements concerning the pleasantness of the face, was believed to increase
the elaboration of the to-be-remembered name and face.
McPherson (2018) stated that in using the face-name association method in a
social situation requires a great deal of practice. The other drawback to this method is that
it requires you to select a distinctive feature. This is not always easy, particularly when
you’re distracted and time is short (which is usually the case when you’re being
introduced to someone). But finding a distinctive feature is absolutely crucial to the
strategy’s effectiveness. Face-name association only works well to the extent that the
selected distinctive feature is an effective cue.
Face-name mnemonic is helpful to recall the names. Brett and Kate McKay
(2011) suggested that to remember the person’s name is to associate the image that
represents the person’s name to an outstanding facial feature on the person. Again, most
people can remember faces and names, they just have trouble remembering the two
together. Here’s how to fix that. Take that visual representation you made of the person’s
name and associate it with an outstanding physical feature that the person has.
Carney & Levin (2000) supported the idea that remembering someone's name
involves two links: one between the face and the associated keyword-object, and another
between the keyword-object and the name. For the latter, you could think of an object
that has similar properties to the name: Jenny sounds like penny, Rosenberg spells a rose
and iceberg, Diane rhymes with fan. Imagine Diane (name) and her dark wavy hair
9
(feature) becoming horrifically caught (vivid interaction) in your fan (keyword associated
with name), Tony giddily riding a pony with his wide smile, or Allan's large head getting
surgically drained of a gallon of fluid. Alternatively, you could take advantage of
connections already made in your memory: associate Alexander with telephones (Graham
Bell) or Serena with a tennis racket (Williams). (For many more examples of name
associations and mnemonic strategies, see The Memory Book by Harry Lorayne and
Jerry Lucas.) If learning names is not enough, you can also apply this mnemonic to art
class. In a recent study, college students who learned to employ an adapted face-name
mnemonic strategy to associate paintings with their artists' names substantially
outperformed controls who were left to their own methods.
David McCarty (1980) A variation of the keyword method, for which an item that
is pictorial in nature (e.g., a person's face, an animal's appearance, an artist's painting) is
to be associated with verbal information (e.g., an unfamiliar name), is known as the face-
name mnemonic technique. With this method, the "key-worded" unfamiliar name is
related to a prominent feature of the physical or pictorial representation. For example,
when being introduced to a new person with the unfamiliar surname Lectka, one could
recode the name as the more familiar word lecture. Carefully examining the appearance
of the person, one might notice the mouth as a prominent characteristic. Then, focusing
on that mouth, one could imagine the person delivering a highly technical lecture. When
subsequently encountering the person (either at the same gathering or in the future), and
with one's attention drawn to the prominent mouth, it is hoped that the lecture emanating
from it would come to mind, which in turn would be helpful in retrieving the surname
Lectka.
Esther Heerema (2020) One mnemonic strategy that helps encode new
information is to connect it with something else that you already are familiar with or
10
know. This gives it meaning and makes it easier to remember. Making connections is a
type of elaborative rehearsal and can be applied to almost any subject or type of
information. For example, imagine that you are just introduced to someone named
Jeffery. Rather than mentally zipping past his name, pay attention and think about how
you can remember it. Perhaps you notice that Jeffery is very energetic, so you can
imagine him jumping around his work and connect Jeffrey with jumping. The next time
you see him. you'll think, "There's 'Jumping Jeffery' and you can say hello by name."
(Don't forget to leave the word "jumping" off his name when you greet him.)
Research Literature
In the process of gathering data, the researchers referred to certain materials that
were considered to be relevant to their current endeavors. Reviews of related foreign and
local researches, journals and study are presented that serve as a basis of the present
study.
A commonly voiced complaint is that when one is meeting new people for the
first time, particularly in busy social situations, it is often difficult to recall their names at
a later date. McCarty (1980) proposed that use of a face-name mnemonic could help, so
long as the strategy included all four key component. To remember the name at a later
date the individual needs to identify and attend to the chosen feature, which is then used
to help retrieve the interactive image from which the cue-word is derived and in turn
leads to retrieval of the name. However, use of such as approach in a social situation
requires a great deal of practice and there are number of potential drawbacks. For
instance, it requires the individual to select a distinct feature which is not always easy or
possible, particularly when the number of distraction is high and time is limited.
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Face-name mnemonic can aid recall of the names of strangers (Morris et al.
2005), as well as the names of famous artists. Nevertheless, McCarty (1980) found that, if
any one component of the face-name mnemonic was removed from the strategy, then the
level of recall was no better than that of a non-mnemonic control group. Furthermore,
McCarty reported a tendency for participants to confuse images for which the same
prominent feature was chosen. Thus, the probability of retrieving a name of a face based
on a prominent feature declined as use of that particular feature increased. In a similar
vein, the more distinct a facial feature was judged to be, the more useful it could be as a
cue. The use of a face-name mnemonic can thus aid the recall of names but only when all
components of the mnemonic are used and when the features used to distinguish between
faces remain distinct.
However, Patton (1994) found that use of a face-name mnemonic during
conversations did not aid recall. He suggests that dual tasks of carrying on a conversation
whilst simultaneously attempting to analyze and synthesize facial features represents a
challenging task that may inhibit the subsequent recall of the person’s name, unless the
individual is highly skilled. Such a view is consistent with research comparing the
effectiveness of the face-name mnemonic to that of expanding retrieval practice in a
realistic social setting
Maxwell et al., (2014) study entitled “The Face-Name Mnemonic Strategy:
Learning Face-Name Pairs Using Abstract and Concrete Keywords” the researcher
indicated that the face-name mnemonic strategy has been shown to be effective in aiding
in the recall of names when prompted with faces. This strategy is a specific mnemonic
system that deals with associating a person’s face with their name by using a keyword.
Traditionally, experiments involved creating a keyword that sounded like the individual’s
name and was typically concrete. Next, a prominent feature of the individual’s face was
12
identified. Finally, a visual image was produced that relates the keyword to the identified
prominent feature.
In addition, Troyer (2006) supported the idea that in improving name learning, it
would be important to make the names meaningful. Past research on improving name–
face learning has shown that encouraging the formation of semantic associations of
names results in improved name–face learning. In addition to the semantic processing of
information, there are other factors known to benefit memory that could be applied to
name–face learning. It has long been known that intention to learn has a positive effect on
subsequent recall. In other words, at the time a person is exposed to new information,
later recall of that information is better if the person knows that memory will be tested
(i.e., intentional learning) than if he or she does not know that memory will be tested (i.e.,
incidental learning).
Furthermore, in the study of Simon et al. (2018) entitled “Cognitive and Brain
Activity Changes After Mnemonic Strategy Training in Amnestic Mild Cognitive
Impairment: Evidence From a Randomized Controlled Trial” a promising avenue of
research is the mnemonic strategy training (MST) focused on face-name association,
since forgetting names is common and has direct social implications; Also, memorizing
faces has been considered cognitively challenging due to the uniqueness and arbitrariness
of the faces). Neuroimaging findings suggest that face-name binding implicates
associative occipito-temporal cerebral regions with extensive connections to other
cortical and subcortical brain regions critical to episodic memory.
A study by Yesavage, Rose, and Bower (1983), comparing elderly participant’s
performance across memory strategies proven to enhance face-name associations both
replicates and extends McCarty’s earlier research on strategies to improve face- name
associations. This experiment both replicates and extends McCarty’s earlier findings of
13
on strategies to improve face-name associations. This study evaluates the efficacy of
recalling name-face associations in conditions requiring semantic judgments of the name
face association and in condition not requiring affective judgment.
In the study of Almond and Morrison (2017) entitled “Effects of aging and recall
of common and uncommon first names using the face-name association technique
compared with the pure-lists technique over repeated trials” the researchers indicated that
the face-name association technique (FNAT) is commonly used to investigate name
recall in non-pathologic aging. This technique is appropriate for studying anomia, but the
pure-list technique, in which participants see only names and do not need to form face-
name associations, might be more appropriate for studying age-related name recall.
Accordingly, based on visually and verbally nature of mnemonic, verbal-pictorial
association in mnemonic is known as "Face Name" technique which makes one part of
the individual's face prominent and highlights and exaggerates some features of the visual
part of information with a bizarre nature in order to teach the proper nouns. (Education
Encyclopedia of Mnemonic); (Maxwell, Carney, Buchanan and Deal, 2014) & (Carney,
Levin and Stackous, 1997).
This technique for the first time was devised by Lorayn (1957 as cited in Patton,
1994) to enhance memory for the storage of last names. Hill, Yesavage, Sheikh and
Friedman (1989 as cited in Patton, 1994), stated that three components comprised the
main function of this technique. The first component is the identification of a prominent
feature of a person's face, then the derivation of a concrete, the visually transformation of
the verbal person’s name, and the last component which is the formation of a visual
image with an association manner, which links the prominent feature with the
transformed name. Similarly, one part of visually physical feature of a person' face which
is distinguishable from the other parts due to exaggeration will be associated to that
14
person’ last name or that person’s name which is verbally decomposed to extract the
corresponding word in English (McDaniel & Pressley, 2012, p. 336). Vernon (2009, p.
127) criticized this technique for its demanding and time-consuming process and its
requirement to ensure its influential effect.
Prior to the study of Batista et al. (2019) entitled “Effects of Mnemonic Strategy
Training on Brain Activity and Cognitive Functioning of Left-Hemisphere Ischemic
Stroke Patients”, there were some evidence of training benefits to other cognitive tasks
(“far-transfer effects”) while patients referred more satisfaction and improvement with
their memory after the training sessions. The face-name mnemonic strategy applied by
these previous studies is a specific cognitive method that facilitates the organization and
association of new information (i.e., a proper name to its respective face), thereby
enhancing depth processing and encoding. It is also considered an ecologically valid
approach in cognitive rehabilitation and has been associated with the declarative or
explicit memory system.
The study of Carney et al. (1997) entitled “The Face-Name Mnemonic Strategy
from a Different Perspective” demonstrated that the face-name mnemonic strategy is
useful for facilitating memory for names in response to true-to-life representations of
faces (e.g., photographs).
Psychological research
has shown how face recognition and name recall can
be applied in hospitality situations, in particular to cre
-
ate pseudorelationships with guests and to convert
those to genuine relationships with loyal customers.
Training employees and managers in mnemonic tech
-
niques for name recollection will almost certainly be a
wise investment in creating satisfied guests.
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15

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-
-
-
-
-
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wise investment in creating satisfied guests
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-
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16

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Furthermore, Magnini & Honeycutt (2005) revealed in their study entitled “Face
Recognition and Name Recall: Training Implications for the Hospitality Industry” how
face recognition and name recall can be applied in hospitality situations, in particular to
create pseudo relationships with guests and to convert those to genuine relationships with
loyal customers. Training employees and managers in mnemonic techniques for name
recollection will almost certainly be a wise investment in creating satisfied guests.
In the study of Groninger (2006) entitled “Variables influencing memory over long
periods of time for recently learned face-name pairs” the ability to match faces with
corresponding names was studied under various conditions involving encoding and
retrieval. Twenty photographs of undergraduates were randomly paired with 20 common
names. These studies show the importance for later retrieval of forming and maintaining
vivid images of faces even when the faces have no outstanding characteristics.
Synthesis
This synthesis discusses how the study related to other research that has already
been done. This demonstrates how much a certain topic is discussed. This will serve as
the basis for the proponents' current research. It contrasts the similarities and disparities
between both studies and methodology executed.

17
Morris et al. (2005) compared the effectiveness of the expanding retrieval practice
technique to a face-name mnemonic in a realistic social setting which involved students
meeting new people at a party and then attempting to recall their names after a delay of
between 24 and 72 hours. They found that use of the retrieval practice technique led to
significantly greater recall of names than both the face-name technique and a no-strategy
control group. Moreover, those utilizing the face-name strategy were no better at
recalling names than controls were. Consistent with earlier indication from McCarty
(1980). Morries propose that the face-name mnemonic is a demanding and time-
consuming process that requires a great deal of practice to ensure its fluent and effective
use. Morries et al. (2005) point out that the expanding retrieval technique can enhance the
recall of names particularly with social settings, and that the simplicity of the technique
means that long periods of practice are unnecessary. It would seem that using the
expanding retrieval technique represents a useful strategy for attempting to learn names,
particularly in a social situation, as it requires very little practice on the part of the learner
and involves less effort than other techniques. Nevertheless, it may be that fluent learning
of the face-name technique may be as good, if not better, in the long term, even though
such an approach requires a more significant investment of time and effort.
The study of Maxwell et al. (2014) applied the face-name mnemonic strategy to
learning a set of 30 face-name pairs using both abstract and concrete keywords.
Participants remembered significantly more with concrete keyword. To determine the
effectiveness of concrete or abstract keywords in aiding participants in learning face-
name pairs, the researchers selected 30 portraits of individuals from Google.com and
paired them with 30 surnames selected from an online surname bank
(names.mongabay.com). Then, both a concrete and abstract keyword were created for
each of the 30 face-name pairs. Next, constructed two versions of the test using Qualtrics,
an online survey program. The Qualtrics program was chosen because it allowed to use
18
colored pictures of the individuals and to monitor how much time the participant spent on
each item. In this experiment, the researchers found that, on average, concrete keywords
facilitated better recall when using the face-name mnemonic strategy than did abstract
keywords. This result was consistent with Paivio’s dual coding hypothesis (Paivio, 1971).
Even though abstract keywords may in some instances sound or look more like to the
person’s name (“Freedman”, freedom) they lack this visual component that concrete
words possess. And, it was harder for participants to remember abstract keywords --
which resulted in poorer recall on the test over face-name pairs. In fact, it took subjects,
on average, more time to respond to abstract keyword items than it did to concrete
keyword items. Consistent with Paivio’s dual coding hypothesis, concrete keywords have
more encoded information (i.e., both visual and verbal cues) that ultimately results in
better face-name recall. In short, in using the face-name mnemonic strategy, it is
important to use concrete keywords. This will improve one’s ability to recall names given
faces more accurately. In addition, it will improve the speed at which names (given faces)
are recovered.
Additional difference to the present study, the study of Troyer (2006) examined
20 younger university students and 20 older community-dwelling adults. The purpose of
this experiments was largely practical: to determine which variables maximize name–face
learning by older adults. In addition, they explore which types of initial processing were
optimal for different retention tests (i.e., name recall and recognition, name recall given a
face, and face recognition). Many older adults are interested in strategies to help them
learn new names. The researchers examined the learning conditions that provide maximal
benefit to name and face learning. In Experiment 1, consistent with levels-of-processing
theory, name recall and recognition by 20 younger and 20 older adults was poorest with
physical processing, intermediate with phonemic processing, and best with semantic
processing. In Experiment 2, name and face learning in 20 younger and 20 older adults
19
was maximized with semantic processing of names and physical processing of faces.
Experiment 3 showed a benefit of self-generation and of intentional learning of name–
face pairs in 24 older adults. Findings suggest that memory interventions should
emphasize processing names semantically, processing faces physically, self-generating
this information, and keeping in mind that memory for the names will be needed in the
future
Likewise, the study of Simon et al. (2018) aimed to investigate the usage of
Mnemonic strategy training (MST) to improve cognitive performance in amnestic mild
cognitive impairment (a-MCI). Thirty patients with a-MCI were randomized into MST or
education program. At baseline, participants completed clinical and neuropsychological
assessments as well as structural and functional magnetic resonance imaging (fMRI).
Interventions were administered individually and comprised four sessions, over 2 weeks.
MST taught patients to use a three-step process to learn and recall face-name
associations. Post-treatment assessment included fMRI, a separate face-name association
task, neuropsychological tests, and measures of meta-memory. Behavioral (i.e., non-
fMRI) measures were repeated after one and 3-months. Participants in the Mnemonic
Strategy Training condition showed greater improvement on measures of face-name
memory, and increased associative strategy use; effects that were accompanied by
increased fMRI activation in the left anterior temporal lobe. While all participants
reported greater contentment with their everyday memory following intervention, only
the MST group reported significant improvements in their memory abilities. There was
no clear indication of far-transfer effects to other neuropsychological tests.
The study of Yesavage, Rose, and Bower (1983) aimed to investigate the efficacy
of recalling name-face associations in conditions requiring semantic judgments of the
name face association and in condition not requiring affective judgment. Three groups of
20
participants were tested. The image group was provided the prominent feature of the face,
a name transformation, and an image association of the face-name pair. The image +
judgment group was provided identical information, but they were asked to judge the
pleasantness of the image association, and the no image group was given the prominent
feature of the face, and the name transformation, but was not taught to form an image
associating the prominent facial feature with the name transformation.
In the study of Almond and Morrison (2017), they examined 60 adults (30
younger and 30 older adults) to participate in the FNAT recognition task of 30 common
and 30 uncommon names. In experiment 2, the same number and demographic of
participants attempted to recall 30common and 30 uncommon names. Both experiments
utilized measurements of overall recall across 5 trials and a delayed recognition or recall
trial. Measures of encoding (gained access) and consolidation (lost access) were also
taken for the 5 initial trials in both experiments. Older participants received 50% extra
study and recognition/recall time. The Face-Name Association Technique experiment
revealed an age-related episodic memory deficit for names. However, in cued recall,
encoding, consolidation, retention/retrieval, and false alarm tests, older adults were
significantly better than younger adults at recalling uncommon names, as opposed to
common names. This lends support to the inhibition theory of name recall. Conversely,
second experiment revealed no age effect on any factors of name memory functioning,
supporting node structure theory. The results of the experiments support previous
findings that suggest an age-related deficit in name recall, but only in cases of anomia.
Therefore, the FNAT methodology may be inappropriate for studying age-related name
recall. It is possible that names are stored in the memory differently from nouns. The
researchers challenge the belief that older adults are significantly less able to recall names
compared with other word types, which has implications for both memory, self-efficacy
questionnaires, and research into eye-witness testimonies.

21
The study of Batista et al. (2019) aimed to investigate the behavioral effects of
face-name mnemonic strategy training, along with the neural substrate behind these
effects, in the left front parietal lobe stroke patients. Volunteers underwent 2 sessions of
functional magnetic resonance imaging (fMRI) during face-name association task: one
prior and the other after the cognitive training. The fMRI followed a block design task
with three active conditions: trained face-name pairs, untrained face-name pairs, and a
couple of repeated face-name pairs. Prior to each fMRI session, volunteers underwent
neuropsychological assessment. Training resulted in better performance on delayed
memory scores of HVLT-R, and on recognition on a generalization strategy task, as well
as better performance in the fMRI task. Also, trained face-name pairs presented higher
activation after training in default-mode network regions, such as the posterior cingulate
cortex, precuneus, and angular gyrus, as well as in lateral occipital and temporal regions.
Similarly, untrained face-name pairs also showed a nonspecific training effect in the right
superior parietal cortex, right supra-marginal gyrus, anterior intraparietal sulcus, and
lateral occipital cortex. A correlation between brain activation and task performance was
also found in the angular gyrus, superior parietal cortex, anterior intraparietal sulcus, and
lateral occipital cortex. In conclusion, these results suggest that face-name mnemonic
strategy training has the potential to improve memory performance and to foster brain
activation changes, by the recruitment of contra-lesional areas from default-mode, front
parietal, and dorsal attention networks as a possible compensation mechanism.
The study of Carney et al. (1997) was applied on students. In Experiment 1, the
researchers successfully extended this finding to a situation in which the stimuli cuing
name memory were caricatures. In Experiment 2, photographs and caricatures alternated
as the stimulus materials prompting either name recall or recognition. Students using the
mnemonic strategy again outperformed students using their own best method of study on
both immediate and delayed tests. Because caricatures exaggerate prominent features, the
22
researchers had anticipated that the mnemonic approach might be relatively more
effective with caricatures than with photographs. However, students using the face-name
mnemonic strategy derived comparable benefits with both types of material.
Likewise, Magnini & Honeycutt (2005) study was used in Hospitality
Corporations. Addressing someone by name involves the successful completion of two
tasks:face recognition and name recall. Despite the apparent benefits gained by using
customers’ names, researchers believe that currenthospitality literature lacks adequate
coverage of this area. Therefore, the purposeof this study is to apply psychology research
on the subject of face recognitionand name recall to derive practical training implications
for hospitality firms. To achieve this objective, this study is organized as follows: (1)
pertinent face recognition literature is discussed; (2) face recognition training guidelines
are offered;(3) background information regarding name recall is outlined; (4) name recall
training suggestions are offered; (5) managerial implications are highlighted; and(6)
questions for the future are raised.
Groninger (2006) study aimed to investigate the association between faces with
corresponding names under various conditions involving encoding and retrieval.
Experiment 1 presented the photographs for 10 s each, followed by either presentation of
the names alone with the instruction to write face characteristics from memory or
presentation of the photographs again with instructions to write from memory the names
and anything unusual about the names themselves. Later retrieval was best for the former
condition and was interpreted as showing that names could prime image representations
of faces. Experiment 2 was a partial replication of Experiment 1 with retrieval measured
over 7 weeks. These results showed that memories for face-name matches lasted several
weeks. Also, consistent with Experiment 1, the number of reported initial face
characteristics was highly predictive of matches between faces and names.

23
Conceptual Framework
This conceptual framework explains the aim of the research which is to determine
the effectiveness of using the face-name mnemonic technique in recalling strangers’
names as well as to help the general youth improve their skills in remembering faces and
names. The conceptual paradigm will be illustrated.
The process composed of solely post-test, is aimed to determine the significant
effect of using mnemonic technique in remembering strangers’ name. Meanwhile in
selecting participants, the researchers selected the participants through online platforms
with the use of convenience sampling. The researchers used the static group experimental
design wherein the comparison of the post-test results for both experimental and control
groups were made.
Lastly, the output represents the implications of the result of the study and the
proposed intervention and recommended activity that will help the general youth to
improve their memory in remembering strangers’ name. The expected output will be
based on the result of the study. The researchers will come up with effective interventions
that’ll help people hone their ability to recall names through the face-name mnemonic
technique.
The figure shows the research paradigm of the study:
Figure 1
Conceptual Paradigm on
The Effect of Face-Name Mnemonic Technique on Recall of College Students from
BSU Lipa Campus
24
Independent Variable: Dependent Variable: Intervention Program:
Face-Name Mnemonic Name Recalling Skills

Technique
“Informational
st Post-Tests: Mnemonic Webinar”
1 Level: Assisted
Face-Name Mnemonic
(Name Recall
Technique Usage
(AFMTU) Assessment)
2nd Level: Free Face- 1.1 Control Group

Name Mnemonic
1.2 Experimental Group
Technique Usage
(FFMTU)
Hypothesis of the Study
The researchers used the null hypothesis to have an outcome to reject. The null
hypothesis indicates that there is no difference between the results of the control and
experimental group, rejecting the absence of that difference proves whether the findings
of the study are significant enough, or not.
The null hypothesis stated that the usage of face-name mnemonic technique has
no significant effect on the name recalling skills of the participants. The researchers seek
to disprove this hypothesis through the execution of the experiment.
Definition of Terms
In order for a clearer comprehension of the study, the researchers chose to define
the following terms both conceptually and operationally.
Mnemonics. Refer to memory itself or in correlation to memory. Mnemonic
devices are strategies that are utilized to take in information for efficient memorization of
25
the concepts given (Mostafa et al., 2017). In the context of this study, mnemonics refer to
all of the various techniques used by people to easily recall any details and information.
Face-Name Mnemonic. It is a specific mnemonic system that deals with
associating a person’s face with their name by using a keyword (Maxwell et al, 2014). In
this study, face-name mnemonic is a technique to recall people’s names by relating a
prominent feature of their face with their name.
Non-Mnemonic. Are group of subjects who have not been trained to use
mnemonic devices (McCarty, 1980). In this study, the non-mnemonic will be applied to
the control group in which they will not inform about the use of mnemonic techniques
Recall. Recall of names has been shown to be effective when prompted with faces
(McCarty, 1980). In this study, the recall of people’s names will be measured using the
face-name mnemonic technique.
Feature. Feature of the individual’s face is associated to the image that represents
the person’s name to make it easier to remember a person’s name (Brett and Kate
McKay, 1988). In this study, the key-worded unfamiliar name will be related to a
prominent feature of a person.
Association. The Association of names results in improved name-face learnings
(Troyer,2006). In this study, the association of prominent feature of individual’s face
with their name is the technique in measuring the ability to recall name.
26
CHAPTER III
RESEARCH METHODOLOGY
Research Design
This study seeks to measure the effectivity of using face-name mnemonics in
name recall. The participants will be put through an experiment that involves them being
shown random faces with names, the control group must remember the names to the best
of their abilities, while the experimental group will use the mnemonic. The results and
data gathered from both groups will be compared with each other to test the hypothesis.
The researchers used the static group experiment design. As Choueiry (2019) stated, the
static group comparison design measures the outcome of the experiment only once. This
design has no pre-testing, and the experimental and control groups will participate in the
experiment simultaneously or at least around the same time. By only performing a post-
test, the researchers can be sure that the results will not be affected by the participants’
exposure to a pre-test. The experiment will be handled with quantitative research

27
methods with the use of a Name Recall Assessment, a short test created by the
researchers, after the video has been viewed by the participant.
Subjects of the Study
The study aims to establish a study that will determine how face-name mnemonic
technique can be manifested in recalling stranger's name from BSU Lipa Campus, ages
18-22 years old. The researchers chose college students since they are the type of
students who have a lot of terms and information that needed in their studies. The
researchers use Convenience Sampling for it is widely known for its availability and
accessibility. Therefore, this method is quick, inexpensive and convenient (Elfil M. et al,
2018). With this, the researchers chose their respondents from a conveniently available
pool. They chose forty (40) participants online which consists of twenty (20) male and
twenty (20) female as participants of the study.
Data Gathering Instrument
The main instrument that the researchers used for data gathering was the video
file, accompanied with a 10-item recall assessment for each video. The results for the
experiment relied entirely on the outcome of the 10-item recall quiz. The participants
simply have to answer by typing out the names for each faces that they can recall. After
everything was executed, the scores were tallied, of course higher scores, mean better
recall performance.
Data Gathering Procedures

28
In order to obtain data, participants were asked for their consent if they want to
participate in the experiment. After seeking their approval, they were informed about the
experimental research and assured the confidentiality of the information disclosed. In the
experiment, the researchers will provide both groups with a Google Forms link which
contains a video, prepared by the researchers. For the control group, the video will
contain pictures of randomly generated faces with names provided below them. They will
be instructed to try and memorize each face’s name without jotting down notes. Each
picture will be flashed for the same duration of time (10 seconds), after the video, on the
next page of the link, there will be a recall quiz that the participants will take. In the
assessment, the participants will fill in the pictures with the names that they remember.
For the experimental group, the same process will apply, except for them, the video will
have an instruction for them about using mnemonic techniques. There will be a voice
over instructing them on where to focus their attention and how to correlate the facial
features with the person’s name. There will be two levels of experimentation for the
experimental group. For the first level, the video will have visual clues and guides on
where they should focus their attention to use the mnemonic technique. For the second
level, with a different set of pictures, there will be no visual clues and guides, only the
instruction to use the face-name mnemonic will be provided to the participants. After the
experiment process, the gathered data will be analyzed and put through statistical
treatment, wherein the results will be drawn. Finally, the researchers will propose and
intervention in accordance with the drawn conclusion from the study.
Analysis of Data
The statistical treatments employed in this study were as follows:
Mean. It was used to determine the post test result of the control and
experimental groups.
29
T-test. An inferential statistic used to determine if there is a significant difference
in the means of two groups that could be connected in any way.
P-Values. The P-value of null hypothesis significance testing is the likelihood of
getting test results at least as drastic as the real results, assuming the null hypothesis is
right.
Two-tailed test. Appropriate in determining whether or not there is a difference
between the groups being compared.
Paired sample T-test. A statistical procedure used to determine whether the
mean difference between two sets of observations is zero.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter manifests data gathered from the experiment through the
participation of the subjects. They were tabulated, evaluated, interpreted, and
supplemented with inferences, and theoretical foundations. Only the data from which the
researchers performed their analysis is represented in the figures and interpretations
presented.
1. Results for Control and Experimental Groups
There was no pre-test, nor post-tests given since the research was a static group
comparison. Both of the tests were only given once to the control and experimental
groups to determine the effect, or lack thereof, of the Face-Name Mnemonic Technique.
Table 1 presents the results of both the control and experimental groups for tests 1 and 2
(Free/Assisted Face-Name Mnemonic Technique Usage). It shows the mean scores of the
30
subjects as well as the standard deviation for the data. The four groups were ranked from
highest mean scores, to lowest mean scores.
Table 1
Results for Control and Experimental Groups
Group Mean Score SD Placing
Control Group 1 9.05 1.19 1st

Control Group 2 8.95 1.36 2nd
Experimental Group 1 7.95 2.09 4th
Experimental Group 2 8.40 1.76 3rd
As can be seen in the table, control group 1 and 2 are very close in proximity with
each other when it comes to scores. CG1 had a mean of 9.05, and CG2 had a mean of
8.95; meanwhile experimental group 2 places over experimental group 1 with a mean
score of 8.40, while EG1 places last with 7.95. These results overall indicate that the
mnemonic technique proved to be slightly detrimental to the recalling of names through
the use of faces. It may imply that, at least in this study, mnemonic techniques can
hamper recall ability; this is of course not taking into account whether there are
significant differences among the results.
Pattern (1990) quoted from is an untitled and anonymous book "Ad Herennium"
which the use of “images”, "lively colors" or "large jewels" in images were highlighted in
order to make the retrieval easier. One of those techniques that can be effective in
improving and boosting memory is using mnemonic devices which Solso (1995, as cited
in Amiryousefi & Ketabi, 2011) stated that "mnemonics are techniques or devices, either
verbal or visual in nature, that serve to improve the storage of new information, and the
recall of information contained in memory."

31
However, Morris et al. (2005) propose that the face- name mnemonic is a
demanding and time- consuming process that requires a great deal of practice to ensure
its fluent and effective use. In addition, Patton (1994) found that use of a face- name
mnemonic during conversations did not aid recall. He suggests that the dual tasks of
carrying on a conversation whilst simultaneously attempting to analyze and synthesize
facial features represents a challenging task that may inhibit the subsequent recall of the
person’s name, unless the individual is highly skilled.
2. Control Group 1 vs. Experimental Group 1
For the first test, the researchers administered it through a different video for each
group. CG1 was merely shown faces with names and asked to recall the names
afterwards, while for EG1, they were shown the same video except with instructions and
visual guides for the use of the Face-Name Mnemonic.
Table 2 presents the comparison between the control group and the experimental group in
their first tests; as well as the p-values and the t-scores for each group.
Table 2
Control Group 1 vs. Experimental Group 1
Group Mean t-score p-value Decision Conclusion

Control Group 1 9.05 1.73 0.10 Failed to No
Reject Null Significant

Experimental Group 1 7.95
Hypothesis Difference
Table 2 exhibited the results of CG1 against EG1, and whether or not there was
any significant difference between them. The t-score/t-stat was 1.73 and the p-value was
32
0.10, which is larger than 0.05 which was the alpha value used in the analysis. In the
comparison between CG1 and EG1, there was not enough of a significant difference
between the results; the null hypothesis was not rejected.
According to Troyer (2006), names were recalled better when they were
processed semantically (i.e., by meaning) rather than physically (i.e., by first letter). This
was true both when the names were recalled alone and when the name was recalled in
response to the associated face. In addition, recall of names was better when a semantic
link between the name and face was generated.
3. Control Group 2 vs. Experimental Group 2
For the second test, the researchers administered it again through a different video
for each group. CG2 was again merely shown faces with names and asked to recall the
names afterwards, while for EG2, they were shown the same video with instructions to
use the Face-Name Mnemonic; this time around, there were no visual guides and
suggestions.
Table 3 presents the comparison between the control group and the experimental
group in their second tests; as well as the p-values and the t-scores for each group.
Table 3
Control Group 2 vs. Experimental Group 2

Control Group 2 8.95 1.06 0.30 Failed to No
Reject Null Significant

Experimental Group 8.40
2
33
Table 3 tabulated the results of CG2 versus EG2, and whether or not there was
any significant difference between them. The t-score was 1.06 and the p-value was 0.30,
which is again larger than 0.05. In the comparison between CG2 and EG2, the difference
was not significant enough between the results; the null hypothesis was once again, not
rejected.
In the study of Morris et al. (2005), point out that the expanding retrieval
technique can enhance the recall of names, particularly within social settings, and that the
simplicity of the technique means that long periods of practice are unnecessary. It would
seem that using the expanding retrieval technique represents a useful first strategy for
attempting to learn names, particularly in a social situation, as it requires very little
practice on the part of the learner and involves less effort than other techniques.
Nevertheless, it may be that fluent learning of the face- name technique may be as good,
if not better, in the long term, even though such an approach requires a more significant
investment of time and effort.
4. Experimental Group 1 vs. Experimental Group 2
After the administration of the two tests for both groups, the researchers
compared the results between the two experimental groups to find out whether there was
a significant difference between Free Face-Name Mnemonic Usage (EG2), and Assisted
Face-Name Mnemonic Usage (EG1).
Table 4 compares the two experimental groups from tests 1 and 2.
Table 4
Experimental Group 1 vs. Experimental Group 2

Experimental Group 7.95 -0.80 0.43 Failed to No
34
1 Reject Null Significant

Experimental Group 8.40
2
Table 4 showcased the results of EG1 versus EG2, and whether or not there was
any significant difference between them. The t-score was -0.80 and the p-value was 0.43,
which is once again larger than 0.05. In the comparison between EG1 and EG2, the
difference was not significant enough between the results; the null hypothesis was once
again, not rejected.
McCarty (1980), reported a tendency for participants to confuse images for which
the same prominent feature was chosen. Thus, the probability of retrieving a name for a
face based on a prominent feature increased. In a similar vein, the more distinct a facial
feature was judged to be, the more useful it could be as a cue. The use of a face- name
mnemonic can thus aid the recall of names but only when all components of the
mnemonic are used and when the features used to distinguish between faces remain
distinct.
Furthermore, Troyer (2006) face recognition was better when faces were
processed physically (i.e., by a prominent facial feature) rather than semantically (i.e., by
an activity). Although some previous studies have shown that semantic analysis (e.g.,
character or trait judgments) promote better face recognition than physical analysis (e.g.,
judging facial features; e.g., Sporer, 1991), other studies have shown equivalent
recognition (e.g., Parkin & Hayward, 1983).

35
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter summarizes the findings and forms conclusions based on the results of
the study, and interpretation of the data gathered from the participants; which led to the
conclusion and recommendation.
Summary
This research was executed to determine the effect of face-name mnemonic
technique usage on the name recalling ability of college students. Convenience sampling
was used to select 40 participants in the first year level of college under the B.S.
Psychology program. The researchers utilized the static group comparison design; which
meant there was no pre-test, but there were control and experimental groups, as well as
two levels of independent variables (Free/Assisted Face-Name Mnemonic Technique
Usage). An intervention was proposed by the researchers and videos with a following 10-
item recall quiz were used on both groups to gather data.
The study answered the following questions:
1. What are the post-test results for the control group?
2. What are the post-test results for the experimental group?
3. Is there a significant difference between the post-test results of the participants?
4. What are the proposed intervention/s based on the findings of the experiment?
36
Findings
Following the gathering, analysis, and interpretation of data; the researchers
arrived at the given findings:
1. Post-test Results for the Control Group
The result of the post-test in the control group indicated that the participants
performed slightly better without the use of any mnemonic technique. This applies to
both levels of Face-Name Mnemonic Technique. The control group achieved a mean
score of 9.05 for the first level, and a mean score of 8.95 for the second level.
2. Post-test Results for the Experimental Group
The result of the post-test in the experimental group suggests that the participants
performed slightly worse with the use of the Face-Name Mnemonic. This applies to
both levels of Face-Name Mnemonic Technique. The experimental group achieved a
mean score of 7.95 for the first level, and a mean score of 8.40 for the second level.
This however implies that Free Face-Name Mnemonic Usage is slightly better than
Assisted Face-Name Mnemonic Usage.
3. Significant Differences Between the Post-test Results of all Groups
The overall results for both control and experimental groups for the two levels
suggest that despite the control groups performing slightly better in terms of mean
37
scores, there was still no significant difference between the results. The null
hypothesis was not rejected for both levels of the independent variable.
4. Interventions Based on the Findings
Based on the results of the experiments, the researchers came up with an
intervention for both groups. The “Recalling Ability Informational Webinar” is a
program that will involve both groups in which better strategies of improving retention
for name recall will be discussed. There, the study will also be discussed in length, as
well as the details surrounding the data gathered, and the context in which the study was
conducted relating to the findings.
Conclusion
Solely based on the findings of the study, the researchers conclude:
1. The Face-Name Mnemonic Technique has no benefit, at least in the specific
scenario of the experiment.
2. The non-use of mnemonic techniques in recalling names is slightly better than
putting in effort and dividing one’s focus to use one.
3. Among the two levels of Face-Name Mnemonics, Free Face-Name Mnemonic
Usage is slightly better.
4. The differences between using and not using mnemonic techniques on name
recall through faces are not significant enough.
5. The proposed intervention based on the findings will be helpful in educating the
subjects about the research and how they can improve their name recall ability. It
will serve as platform of discussion that will teach other strategies, aside from the
Face-Name Mnemonic. The intervention program is as follows:
Table 5
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Proposed Program/Activity
(RAIW) Objective Brief Description

Recalling Ability “To introduce strategies It is basically an informational
Informational that will improve name webinar with open discussions,
Webinar: recalling skills.” forums and games (similar to the
Your Name Looks video presented to the subjects) for
Familiar! everyone who is in attendance.
Recommendation
With consideration of the conclusion that was drawn, the researchers pose the
following recommendations.
1. The researchers recommend that people not use mnemonic techniques to try and
recall names for short duration scenarios.
2. It is recommended to revisit this study on a much larger scale and with the
introduction of different durations of face exposure.
3. It is also a good idea to continue this study under more controlled environments,
as well as using real people, with real names to test the potential subjects.
4. Future researchers should utilize different variety of methods to explore recall in
general; such as other mnemonics for different practical uses.
5. Researches with similar concepts to this one must be done with different testing
and assessment tools, and even experiment types.
6. It would also be of interest to determine other interventions aside from the
aforementioned webinar that would highlight the importance of name recall.

39
BIBLIOGRAPHY
A. ELECTRONIC RESOURCES
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43
APPENDICES
44
APPENDIX A
CONSENT FORM
45
REPUBLIC OF THE PHILIPPINES

BATANGAS STATE UNIVERSITY
LIPA CITY, BATANGAS
COLLEGE OF ARTS AND SCIENCES

Name of Person:
Person’s Designation : Student
School Name: Batangas, State University
Address: Marawoy, Lipa City
Greetings!
In the compliance of requirements of CHED of BS Psychology program, research course

is an essential part of the program. With this, our school and our college adhere to
provide quality education and services our community requires. Thus, the undersigned is
requesting for your permission to allow our BS Psychology students conduct an
experimental study on your good office. The experimental study is entitled “The Effect of
Face-Name Mnemonic Technique on Name Recall of College Students from BSU Lipa
Campus”. The study aims to investigate the effectiveness and efficiency of using the
face-name mnemonic technique in recalling strangers’ names as well as to help the
general youth improve their skills in recalling names. In this experiment, the researchers
will choose participants from the students of Batangas State University Lipa Campus who
are between the ages of 18 to 22 who are willing to participate our research. The
participants will be divided into two groups: the control and experimental group. For the
control, the video will contain pictures of randomly generated faces with names provided
below them. They will be instructed to try and memorize each face’s name without
jotting down notes while the experimental group, the same process will apply, except for
them, the video will have an instruction for them about using mnemonic techniques.
There will be a voice over instructing them on where to focus their attention and how to
correlate the facial features with the person’s name. This study will gather data through
series of experimentation and usage of self-constructed instruments such as test
questionnaires that will be administered using google forms link which contains a video,
prepared by the researchers. In order to obtain the data, conducting observation through
ocular visit, and other pertinent documents necessary to execute the experiment is
respectfully requested; 40 students whom are needed in the study. Rest assured that the
experimentation to be conducted will be executed with careful consideration of human
rights and all responses provide herein will be used exclusively for this study will be
treated with strict confidentiality. The participants have the right to withdraw from the
experiment if anyhow find it necessary.
We are looking forward to your outmost cooperation. Thank you very much!
Cantos, Mary Grace I. Desamero, Annalisa H. Fabiala,

Daniel
46
Mayor, Kei Carlo M. Vivas, Rochelle M.
SHELYN S. EXTRA RPm

Research Adviser
Approved by:
MARIA LOURDES G. BALITA, LPT, MPsych

Department Chairperson, CAS
47
APPENDIX B
INSTRUMENTATION
48
POST-TEST
(CONTROL GROUP 1 AND EXPERIMENTAL GROUP 1)
The Effect of Face Exposure on Name Recall of First Year Psychology Students
from BSU Lipa Campus
DIRECTIONS: Please watch the video below entirely, earphones are recommended for
a better experience, do not pause nor play the video again after you have watched it and
proceeded to the next page. Thank you so much for cooperating!
*Note: The faces in the video given are not of real people, these are computer generated
random faces of non-existent people.
* Required
1. Email *
Video 1: Memorize the faces' names in any way you can without any outside help, or
notes.
http://outube.com/watch?v=ap
pcc9nCNf
Fill in the corresponding names for the following faces.

Name Recall Assessment
49
Face 1
______________________________________
Face 2
____________________________________
50
Face 3
________________________________________
Face 4
______________________________________
51
Face 5
____________________________________
Face 6
____________________________________
52
Face 7
____________________________________
Face 8
__________________________________
point 53
Face 9
___________________________________
Face 10
________________________________
POST-TEST
54
(CONTROL GROUP 2 AND EXPERIMENTAL GROUP 2)
The Effect of Face Exposure on Name Recall of First Year Psychology Students
from BSU Lipa Campus
DIRECTIONS: Please watch the video below entirely, earphones are recommended for
a better experience, do not pause nor play the video again after you have watched it and
proceeded to the next page. Thank you so much for cooperating!
*Note: The faces in the video given are not of real people, these are computer generated
random faces of non-existent people.
* Required
1. Email
_______________________________________
Video 2: Memorize the faces' names in any way you can without any outside help, or
notes.
http:// outube.com/watch?v=
KPzewTO-W
Fill in the corresponding names for the following faces.

Name Recall Assessment
55
Face 1
___________________________________
Face 2
___________________________________
56
Face 3
___________________________________
Face 4
___________________________________
57
Face 5
____________________________________
Face 6
___________________________________
58
Face 7
__________________________________
Face 8
______________________________________
59
Face 9
___________________________________
Face 10
____________________________________
60
APPENDIX C
STATISTICAL
COMPUTATION
61
MEAN SCORES COMPUTATION

Control Group 1 (POST-TEST)
Deviation of the Mean

Control Group 1 Scores (x-mean) (x-mean)^2
9 -0.05 0.0025
7 -2.05 4.2025
10 0.95 0.9025
10 0.95 0.9025
10 0.95 0.9025
10 0.95 0.9025
10 0.95 0.9025
8 -1.05 1.1025
9 -0.05 0.0025
9 -0.05 0.0025
8 -1.05 1.1025
8 -1.05 1.1025
6 -3.05 9.3025
8 -1.05 1.1025
10 0.95 0.9025
10 0.95 0.9025
9 -0.05 0.0025
10 0.95 0.9025
10 0.95 0.9025
10 0.95 0.9025
SUM -1.42109E-14 26.95

181
COUNT (n) 20 20 20
Average (mean)
9.05
Variance (s^2) 1.418421053
Standard Deviation 1.190974833

62
Control Group 2 (POST-TEST)
Deviation of the Mean

Control Group 2 Scores (x-mean) (x-mean)^2
9 0.05 0.0025
10 1.05 1.1025
7 -1.95 3.8025
10 1.05 1.1025
10 1.05 1.1025
9 0.05 0.0025
8 -0.95 0.9025
9 0.05 0.0025
6 -2.95 8.7025
9 0.05 0.0025
8 -0.95 0.9025
10 1.05 1.1025
10 1.05 1.1025
10 1.05 1.1025
10 1.05 1.1025
10 1.05 1.1025
6 -2.95 8.7025
10 1.05 1.1025
8 -0.95 0.9025
10 1.05 1.1025
SUM 179 1.42109E-14 34.95

COUNT (n) 20 20 20
Average (mean)
8.95
Variance (s^2) 1.839473684
63
Experimental Group 1 (POST-TEST)
Experimental Group 1 Deviation of the Mean

Scores (x-mean) (x-mean)^2
7 -0.95 0.9025
9 1.05 1.1025
5 -2.95 8.7025
9 1.05 1.1025
4 -3.95 15.6025
6 -1.95 3.8025
8 0.05 0.0025
10 2.05 4.2025
8 0.05 0.0025
10 2.05 4.2025
10 2.05 4.2025
10 2.05 4.2025
8 0.05 0.0025
10 2.05 4.2025
5 -2.95 8.7025
4 -3.95 15.6025
9 1.05 1.1025
10 2.05 4.2025
8 0.05 0.0025
9 1.05 1.1025
SUM
159 -3.55271E-15 82.95
COUNT (n) 20 20 20
Average (mean)
7.95
Variance (s^2) 4.365789474
Experimental Group 2 (POST-TEST)

64
Experimental Group 2 Deviation of the Mean

Scores (x-mean) (x-mean)^2
10 1.6 2.56
10 1.6 2.56
8 -0.4 0.16
10 1.6 2.56
8 -0.4 0.16
10 1.6 2.56
10 1.6 2.56
10 1.6 2.56
7 -1.4 1.96
9 0.6 0.36
10 1.6 2.56
7 -1.4 1.96
10 1.6 2.56
6 -2.4 5.76
6 -2.4 5.76
7 -1.4 1.96
10 1.6 2.56
6 -2.4 5.76
5 -3.4 11.56
9 0.6 0.36
SUM 168 -7.10543E-15 58.8

COUNT (n) 20 20 20
Average (mean) 8.4
Variance (s^2) 3.094736842
SIGNIFICANT DIFFERENCE
65
t-Test: Paired Two Sample for Means
Control Group 1 Experimental Group 1

Scores Scores
Mean 9.05 7.95
Variance 1.418421053 4.365789474
Observations 20 20
Pearson Correlation -0.46424469
Hypothesized Mean
Difference 0
df 19
t Stat 1.729045077
P(T<=t) one-tail 0.050008011
t Critical one-tail 1.729132812
P(T<=t) two-tail 0.100016023
t Critical two-tail 2.093024054
Descriptive Statistics
Experimental Group 1
Control Group 1 Scores Scores
Mean 9.05 Mean 7.95

Standard Error 0.266310069 Standard Error 0.467214591
Median 9.5 Median 8.5
Mode 10 Mode 10
Standard Deviation 1.190974833 Standard Deviation 2.089447169
Sample Variance 1.418421053 Sample Variance 4.365789474
Kurtosis 0.669103533 Kurtosis -0.641907353
Skewness -1.143936436 Skewness -0.811314081
Range 4 Range 6
Minimum 6 Minimum 4
Maximum 10 Maximum 10
Sum 181 Sum 159
Count 20 Count 20

66
Control Group 2 Experimental Group 2

Scores Scores
Mean 8.95 8.4
Variance 1.839473684 3.094736842
Observations 20 20
Pearson Correlation -0.10147185
Hypothesized Mean
Difference 0
df 19
t Stat 1.056674708
P(T<=t) one-tail 0.151955562
P(T<=t) two-tail 0.303911123
Experimental Group 2
Control Group 2 Scores Scores
Mean 8.95 Mean 8.4

Median 9.5 Median 9
Mode 10 Mode 10
Kurtosis 0.314889438 Kurtosis -1.246355685
Range 4 Range 5
Minimum 6 Minimum 5
Sum 179 Sum 168
Count 20 Count 20
67

Experimental Group 1 Experimental
Scores Group 2
Mean 7.95 8.4
Variance 4.365789474 3.094736842
Observations 20 20
Pearson Correlation 0.163233012
Hypothesized Mean
Difference 0
df 19
t Stat -0.804307445
P(T<=t) one-tail 0.215584378
P(T<=t) two-tail 0.431168756
Experimental Group 1 Experimental
Scores Group 2
Mean 7.95 Mean 8.4

Median 8.5 Median 9
Mode 10 Mode 10
Kurtosis -0.641907353 Kurtosis -1.246355685
Range 6 Range 5
Minimum 4 Minimum 5
Sum 159 Sum 168
Count 20 Count 20

68
CURRICULUM
VITAE
MARY GRACE I. CANTOS

Salvador Agito Alitagtag, Batangas
Phone: 09774160950
marygrace.cantos @g.batstate-u.edu.ph
69
PERSONAL INFORMATION
Date of Birth : April 29, 2001
Age : 20
Place of Birth : Bauan Hospital
1
Sex : Female
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Senior High School Alitagtag College Incorporated Main
S.Y: 2017-2018
Junior High School Alitagtag National High School

S.Y: 2015-2016
Elementary School Munlawin Elementary School

S.Y: 2012-2013
ANNALISA H. DESAMERO
Brgy. Lodlod, Lipa City, Batangas

Phone: 09203745534
70
annalisa.desamero@g.batstate-u.edu.ph
Date of Birth : April 19, 2001
Age : 20
Place of Birth : Lodlod, Lipa City, Batangas
Sex : Female
Senior High School St. Augustine School of Nursing Lipa
Campus
S.Y 2017-2018
Junior High School Lodlod National High School

S.Y 2015-2016
Elementary School Lodlod Elementary School

S.Y 2012-2013
DANIEL A. FABIALA
Brgy. 3, Lipa City, Batangas
Phone: 09666332980
daniel.fabiala@g.batstate-u.edu.ph
71
Date of Birth : November 7, 2000
Age : 20
Place of Birth : Corcuera, Romblon
Sex : Male
Religion : Born Again Christian
Senior High School Inosloban-Marawoy Integrated National
High School
S.Y 2017-2018
Junior High School Inosloban-Marawoy Integrated National

High School
S.Y 2015-2016
Elementary School Payapa Elementary School

S.Y 2012-2013
KEI CARLO M. MAYOR

S. Lingao St., Purok 4, Lodlod, Lipa City, Batangas
Phone: 0927 990 5263
keicarlo.mayor@g.batstate-u.edu.ph
72
Date of Birth : June 01, 2001
Age : 19
Place of Birth : Lipa City, Batangas
Sex : Male
Religion : None
Senior High School University of Batangas
S.Y: 2017-2019
Junior High School Lipa City Colleges Silvercrest School

S.Y 2015-2017
Dagatan Family Farm School
S.Y 2014-2015
Lipa City National Science High School
S.Y 2013-2014

S.Y 2012-2013
ROCHELLE M. VIVAS
Brgy. Lodlod, Lipa City, Batangas
Phone: 09499213670
rochelle.vivas@g.batstate-u.edu.ph
73
Date of Birth : October 3, 2000
Age : 20
Place of Birth : Lodlod, Lipa City, Batangas
Sex : Female
Senior High School St. Augustine School of Nursing Lipa
Campus
S.Y 2017-2018
Junior High School Lodlod National High School

S.Y 2015-2016

S.Y 2012-2013

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THE EFFECT OF FACE-NAME MNEMONIC TECHNIQUE ON

RECALL OF COLLEGE STUDENTS FROM BATANGAS STATE

UNIVERSITY LIPA CAMPUS

MARY GRACE I. CANTOS

May 21, 2021

This thesis entitled “THE EFFECT OF FACE-NAME MNEMONIC

TECHNIQUE ON RECALL OF COLLEGE STUDENTS FROM

BATANGAS STATE UNIVERSITY LIPA CAMPUS” prepared and submitted

by Mary Grace I. Cantos, Annalisa H. Desamero, Daniel Fabiala, Kei Carlo M.

Mayor and Rochelle M. Vivas in partial fulfillment of the degree of Bachelor of

approval for Oral Examinations.

Approved by the Committee on Oral Examinations with a grade of ___________.

Accepted and approved in partial fulfillment of the requirements for the

Degree of Bachelor of Science in Psychology.

_______ DR. NERRIE E. MALALUAN

Date Dean of Colleges

numerous people particularly the following:

It is with great gratitude that we acknowledge our supervisor, Ms. Shelyn S.

have also helped the researchers in completion of this research.

for their immeasurable love and motivation.

support in order for this research to be completed.

These accomplishments are dedicated to our family, who have consistently

provided moral, emotional, spiritual, and financial support, as well as motivated

and unconditionally love when we were on the verge of giving up.

To our Experimental Psychology Professor, Ms. Shelyn S. Extra, who

be possible if not for you;

And above all, To Great Almighty,

Title: THE EFFECT OF FACE-NAME MNEMONIC

TECHNIQUE ON RECALL OF COLLEGE

STUDENTS FROM BSU LIPA CAMPUS

Author: CANTOS, MARY GRACE I

MAYOR, KIE CARLO H.

Type of Document: UNDERGRADUATE THESIS

Name and Address of Institution: BATANGAS STATE UNIVERSITY

LIPA CITY MARAWOY, LIPA CITY

when recalling names of pioneers in various fields.

TITLE PAGE ...................................................................................... i

APPROVAL SHEET ...................................................................................... ii

ACKNOWLEDGMENT ...................................................................................... iii

ABSTRACT ......... ............................................................................. v

TABLE OF CONTENTS ..................................................................................... vii

Table 1. (Post-test results for Control and ...................................................... 28

Table 2.( Post-test results of Control Group 1 vs. ......................................... 30

Table 3.( Post-test results of Control Group 2 vs. ......................................... 31

Table 4. .( Post-test results of Experimental Group 1 vs. .............................. 32

Figure 1. (Conceptual Paradigm) .......................................................... 22

Appendix A. (Consent Form) ............................................................. 43

Appendix B. (Instrumentation) ................................................. 46

Appendix C. (Statistical Computation) ................................................. 59

Statement of the Problem ......................................................... . 4

Scope, Limitations, and Delimitations of the Study ....................... 4

Significance of the Study ............................................................5

2 REVIEW OF RELATED LITERATURE

Conceptual Literature ............................................................7

Research Literature ...........................................................10

Conceptual Framework ...........................................................21

Definition of Terms ...........................................................23

Research Design ...........................................................25