Effective Recall InstructionAbstract A study was conducted involving fifty students, randomly selected, who learned three lists of ten nouns. It was expected that the group receiving narrative instructions would score higher than the group receiving repetition instructions. Two minutes were allowed for each list. The control group was given the task of learning the list of words by repeating them. The other group was randomly given tests within instructions that told them to create a narrative with the names given in order, so they could be remembered in that order. The test was conducted to confirm that the instructions would aid retention and recall processes in memory, according to levels of processing theory. It was found that the hypothesis was supported and the mean of the control group was 10.80 and the mean of the narrative group was 20.44 out of 30.00. The F ratio was greater than 2.7, demonstrating that the groups had significantly different outcomes. Results are discussed based on past research, implications for future research, implications for other fields or practice, and limitations of the experiment. Effective Recall Instructions ===================== =========== Memory is the mental faculty of retaining and remembering past experiences. It is what allows us to function and complete many difficult tasks. Memory is also the crucial element in learning new information and since it is so important to almost every aspect of our lives; memory has become the subject of intense research. Today, psychologists study memory processes to discover learning methods that improve the ability to help create representations of their products more thoroughly. 'significant' in our memory. By combining many forms of pleasure with products, companies can further use (or abuse) our learning and memory techniques. Further studies in the field of effective memory recall instruction could open up even more possibilities, making the lives of all students easier and improving the techniques used and the overall interaction between teacher and student. Bibliography Bower, G. H. & Clark, M. C. (1969). Narrative stories as mediators of serial learning. Psychonomic Science, 14, 181-182.Craik, F.I.M., & Lockhart, R.S. (1972), Levels of processing: a framework for memory research, Journal of verbal learning and verbalbehavior, 11, 671-684.Weiton, W. (2004) . Psychology: themes and variations. Wadsworth: Toronto.