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All Journal Jurnal Ilmu Pendidikan dan Sosial Jurnal Ilmu Sosial dan Humaniora
Emmanuel E.Uye
Deprtment of Psychology, University of Ibadan,
Religion Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Hebb Repetition Effect and Encoding Specificity on Memory Recall Among Undergraduates Grace O. Anderson; Nyitor A. Shenge; Emmanuel E.Uye
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 2 (2026): Juli
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i2.2172

Abstract

The study tested Hebb Repetition Effect and Encoding Specificity on memory recall among undergraduates. A 3 x 3 experimental design was adopted where 24 participants were exposed to three repetition conditions (3rd, 6th trials, and control group) and three cue conditions (reinstated, extra list, and no cues) experimental conditions. Participants’ memory recall performances were measured following each tested condition. The result reveals that participants exposed to repetition after the 3rd trial (Mean = 183.25) had significantly better memory recall compared to those exposed to the 6th trial (Mean = 162.38), and less with the control group (Mean = 147.00). Furthermore, the result demonstrates reinstated cues (Mean = 165.75) marginally facilitated better memory recall than extra list cues (Mean = 163.50), and less with control group (Mean = 163.38). However, there was no significant interaction effect between Hebb Repetition and Encoding Specificity. The study concludes that Hebb Repetition and Encoding Specificity independently significantly improve memory recall among study participants. The study recommends educators and policy makers to incorporate Hebb repetition and encoding specificity in the design and implementation of instructional materials to improve learners’ performance.
Psychological Distress and Perceived Stigmatization Among Undergraduates: Do Resilience and Positive Emotions Count? Chisom E. Ogbonnaya; Emmanuel E.Uye
Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 1 (2026): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v4i1.1479

Abstract

Perceived stigmatization has remained a recurring problem affecting different individuals such as the undergraduate population. Studies using different predictors of perceived stigmatization have produced varied results. Therefore, this study examines the moderating effects of resilience and positive emotion on psychological distress and perceived stigmatization among undergraduates in a Nigerian university. A cross–sectional survey was adopted while data were conveniently collected from 461 participants using validated questionnaires. Data collected were analyzed using hierarchical multiple regression analysis to test five hypotheses which were accepted at p =.001 level of significance. The result revealed that psychological distress (β = .67, p = .007) and resilience (β = .15, p = .001) predicted perceived stigmatization among study participants. In addition, the result showed that resilience (β = -.01, p = .018) and positive emotions (β = .01, p =.025) moderated between psychological distress and perceived stigmatization among study participants. However, positive emotion did not predict perceived stigmatization among study participants (β = .02, p =.724). The study concludes that resilience and positive emotion provide buffering effects on perceived stigmatization among undergraduates. The study recommends that parents, university authority and other stakeholders should provide psychological services to reduce psychological distress and perceived stigmatization among undergraduates.
Co-Authors Chisom E. Ogbonnaya Grace O. Anderson Nyitor A. Shenge