How Successfully Can Laying Out Information in Distinct Designs Induce People to Utilize Chunking and Linking Memory?

Abstract

This study investigates whether specific design layouts of mnemonic devices can enhance short-term memory performance by inducing the use of chunking and linking memory techniques. While prior research has demonstrated the effectiveness of mnemonic devices in improving memory outcomes, little attention has been paid to how specific visual layouts influence the application of these techniques, particularly among teenagers. Focusing on participants aged 13 to 19, this study adopts a “stealth training” approach, encouraging the development of memory strategies through design without explicit instruction. Using Psytoolkit, participants were randomly assigned to three stimulus conditions—chunking, linking memory, and random natural chunking—and asked to memorize word lists across three experimental blocks. Memory performance was assessed through response time and accuracy, analyzed using linear mixed-effects models to account for imbalanced conditions and experimental fatigue. The results indicate that chunking layouts produced the most effective short-term memory performance, while linking memory resulted in slower response times after controlling for fatigue effects, likely due to increased cognitive load. Although participants did not consistently report intentional use of the introduced techniques, the findings suggest that design layouts can influence memory outcomes independently of conscious strategy use. Overall, this study highlights the importance of layout design in mnemonic devices and suggests practical implications for educational contexts, particularly in supporting teenagers’ memory processes through implicit instructional design.