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A Study on the Effect of Chewing Gum on Students’ Working Memory

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I. Proposed Project Title

A Study on the Effect of Chewing Gum on Students’ Working Memory

II. Objectives of the Study

The study aims to characterize the relationship between chewing of gum and the working memory of students from the College of Engineering. Specifically, the study aims to discern whether chewing gum positively affects working memory capacity whether through visual digits, shapes, or simple math. By determining the results, the study also aims to inform students of a useful tool in focusing on course material.

III. Review of Relevant Literature

Working memory capacity is a type of memory used daily, and is especially important in education as it measures the potential to learn. Stephens and Tunney (2004a) found that chewing gum improved working memory capacity, specifically digit span and spatial span. Hirano et al. (2008) came to the same conclusion through a different measure of working memory (the n-back task). According to Allen and Smith (2009), further research is needed in order to support this claim.

IV. Process Diagram

The response variable, working memory capacity, will be measured through a test that measures the ability to recall, in correct order, an increasing sequence of units, such as digits or shapes. Tests of this nature are available for free online, some of which, such as GoCognitive, are supported by educational and psychological institutions. The number of units in a correctly answered sequence before an incorrect answer occurs will be the unit of measure for this variable.

Controllable factors include chewing of gum, flavor of gum, type of test, time of day, temperature, lighting, and medium of administering test used. From these, the factors of interest are chewing of gum and type of test. The rest are not of interest. The factor chewing of gum can be split into chewing gum and no chewing gum, while type of test can be split into visual digits, shape, and math. The other factors will all be set at constant levels in order to ensure as much as possible that the factors of interest are the ones being tested. These can be kept constant by using the same type and brand of gum, administering the tests at a set period of time each day within a room that has controlled ventilation and lighting, as well as using the same computer for the working memory test.

Uncontrollable factors are sleep duration, sleep quality, and level of stress. Sleep duration and sleep quality are likely to have a significant effect on the response variable according to Steenari et al. (2003). Sleep duration and sleep quality are difficult to control and are infeasible to control for this study, since each individual may sleep at a different time and place due to personal circumstances. Stress, which is also known to impair working memory (Diamond et al., 1996), may be another source of variation. Level of stress cannot be controlled either as many environmental factors come into play which differ for every individual.

V. References

Allen, A. P., & Smith, A. P. (2011). A Review of the Evidence that Chewing Gum Affects Stress, Alertness and Cognition. Journal of Behavioral and Neuroscience Research, 9(1), 7-23.

Diamond, D. M., Fleshner, M., Ingersoll, N., Rose, G. (1996). Psychological stress impairs spatial working memory: Relevance to electrophysiological studies of hippocampal function. Behavioral Neuroscience, 110(4). 661-672.

Hirano, Y., Obata, T., Kashikura, K., Nonaka, H., Tachibana, A., Ikehira, H., et al. (2008). Effects of chewing in working memory processing. Neuroscience Letters, 436(2), 189-192.

Steenari, M.-R., Vuontela, V., Paavonen, E. J., Carlson, S., Fjällberg, M., & Aronen, E. T. (2003). Working Memory and Sleep in 6- to 13-Year-Old Schoolchildren. Journal of the American Academy of Child & Adolescent Psychiatry, 42(1). 85-92.

Stephens, R., & Tunney, R. J. (2004a). Role of glucose in chewing gum-related facilitation of cognitive function. Appetite, 43(2), 211-213.

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CONTROLLABLE FACTORS

Type of Test

Chewing of gum

Working memory capacity

RESPONSE VARIABLE

PROCESS

Sleep duration/quality

Stress

UNCONTROLLABLE FACTORS

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