Remembering rhythm and rhyme: memorability of narratives for science communication

Abstract

Abstract. Once upon a time, narratives were considered to be a non-reliable way of representing and communicating science. Nowadays, narratives are widely accepted as an accurate way of conveying science; they represent an effective emotional trigger, a lasting memory structure and a powerful aid for learning. To study how memorable different ways of presenting information can be is a fundamental task for science communication in order to evaluate materials that not only need to be understood by the general public but also need to be retained in the long term as a part of the communication process. In this paper, I will give a brief introduction to cognitive psychology and the study of memory in relation to narratives. Evidence from the field of memory studies suggests that narratives represent a good recall device. They can generate emotion, and this in turn is a way of focusing attention, promoting rehearsal in memory and inducing long-term potentiation. Similarly, a story produces semantic links that might assist in storing and retrieving information from memory. Studies suggest that memory span and paired-associate recall have implications in storing and recalling narratives. Evidence also suggests that the use of stories as modelling tools can organise information, provide schemas and allow extrapolation or prediction. Finally, literature in memory suggests that narratives have value as mnemonic devices.

Factors affecting the efficacy of short stories as science communication tools

“…For the science communication researcher interested in comparing the potential of different genre as science communication tools, this presents a problem. For example, to avoid substantially different text lengths, in their study of the effectiveness of fictional narratives in communicating science as compared to other text formats, Negrete and Lartigue reduced the length of Primo Levi's 'Nitrogen' and Anatoly Denieprov's 'Crabs take Over the Islands' (by deleting some parts of the stories) [Negrete & Lartigue, 2010]. However, shortening existing stories runs the risk of eliminating essential features of the story and may not create the same overall effect on the reader [Weitkamp, 2019].…”

“…Research also suggests that stories can improve learning processes [Avraamidou & Osborne, 2009;Constant & Roberts, 2017;Kaplan & Dahlstrom, 2017;Lejano, Tavares-Reager & Berkes, 2013;Mar & Oatley, 2008] and enhance the duration of fact recall [Haven, 2007;Negrete & Lartigue, 2010]. For example, studies show that narratives can promote the retention of information acquired by audiences for longer compared with the same facts presented alone [Dahlstrom, 2012;Negrete, 2013Negrete, , 2021Lartigue, Negrete, Velasco & González Villarreal, 2016;Rios & Negrete, 2013].…”

Assessing the Efficacy and Social Validity of CriaTivo, a Curriculum-Based Intervention to Promote Self-Regulation of Writing in Portuguese Elementary Education

“…In addition, stories can be used to promote the learning of academic content (Prins et al, 2017). When applied in classes, stories can promote greater retention of information and a deeper understanding of the subject (e.g., Negrete & Lartigue, 2010). Considering the persuasive power of narratives (Green & Brock, 2000), stories become a valuable resource to learn and adopt self-regulatory strategies (e.g., cognitive and behavioral).…”

“…CriaTivo was theoretically grounded on the construct of self-regulated learning, which comprises the planning, monitoring and revising strategies (Zimmerman, 2013). Furthermore, it resorts to active and engaging methodologies (e.g., reading aloud, dual-coding, and use of acronyms to support learning and recall), the use of which has been recommended across the literature since they facilitate the learning process (e.g., Negrete & Lartigue, 2010), stimulate children imagination, strengthen motivational factors, and increase students' writing skills (Aram & Biron, 2004;Graham, Liu et al, 2018). Together, the explicit instruction of self-regulation strategies, the use of engaging methodologies and the support of a narrative that models and guides the training, CriaTivo enables the development of transversal learning-related competencies (e.g., metacognitive strategies) while applying them to the writing process (e.g., planning and monitoring the written composition, time management, self-reflection on the process and the writing product).…”

Using Science Fiction and Design Thinking in Workshops to Share Research Results With Low-Income, Marginalized Communities

“…Neuroscience research demonstrates that when stories are presented vividly, with descriptors that engage all five senses, sensory areas of listeners' brains are activated and their brain activity can match the storyteller's; this suggests they are experiencing the same event to some degree (Green et al, 2018). Moreover, research suggests that narrative communication is processed in a cognitive pathway distinct from the pathway that processes expository communications and that narratives can result in faster reading time, higher comprehension, higher recall, and longer-term information retention (Dahlstrom, 2014;Glaser et al, 2009;Negrete & Lartigue, 2010).…”