Gender Differences in Semantic & Episodic Memory
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Are our brains wired to remember differently?
During a recent Guide To Memory training day, I provided teachers with the opportunity to pose questions for discussion in the room. A leader of teaching and learning asked a really important question: Are there any gender differences in semantic memory?
At the time, I couldn’t reference any research, but I knew that there would be some. I’ve decided to write this post capturing some evidence.
Episodic or semantic memory?
The first point to distinguish is what is semantic and episodic memory? Episodic memory traits engage with sensory details, for example, our personal experiences, while semantic memory traits cluster around concepts, rules and facts.
Secondly, why ask specifically about semantic memory? I suspect it’s because this school leader already has a good understanding of the differences, and was curious to learn (from a parental perspective) if there were any differences between having a boy or a girl at home.
Do gender differences in memory exist?
Now, for centuries, we have focused on binary gender differences, typically comparing boys and girls. However, we now know that gender is more complex, and students’ identities may not fit neatly into these categories.
Where “boys” and “girls” are mentioned, I will make explicit reference to, what is written, but I will also highlight as I attempt to answer the blog post title, that we should approach this particular search from the perspective of ‘students of all identities.’
Finally, there are very few studies on semantic and episodic memory differences by gender. Some are many years old, whilst there are some new sources of evidence starting to be published.
Memory shapes how students learn, but do you know if it’s influenced by gender?
Research by Herlitz et al. (1997) and Lynn & Irwing (2002) reveals differences in how male and female recall information.
Digging into these example research papers, females performed better in episodic memory tasks, like recalling stories and faces, while semantic memory, such as fact recall, shows no gender differences (Herlitz et al., 1997). Understanding some of these findings may help teachers design better inclusive classrooms.
There are types (or subcategories) of long-term memory: 1) episodic memory and 2) semantic memory. Episodic memory is about recalling personal experiences, like remembering a holiday or a special school event. In contrast, semantic memory refers to knowledge about facts and concepts, like history dates or vocabulary.
The study by Lynn & Irwing (2002) also found that while both genders perform equally well in general knowledge tests, with slight nuances in other areas; “males obtained higher average means than females in the domains of literature, general science, games and finance, while females obtained higher means in the domains of medicine and fashion” (Lynn & Irwing, 2002, pg 10).
Now, I’m not naive to think that there are other pieces of research which will come up with alternative findings, and I haven’t explored the methodologies used. However, understanding the different ways students of all identities and needs process memory can help teachers tailor teaching and learning to improve wellbeing and engagement.
Why does this matter in the classroom?
Memory is central to learning, and I don’t make this claim from a rote learning perspective. Building knowledge is central to everything that we do, now, and in the future.
If teachers design lessons that rely heavily on episodic recall (e.g., storytelling or personal reflections), they may unintentionally favour female students. On the flip side, fact-based tasks like quizzes and knowledge organisers may better suit boys.
By recognising these memory differences, teachers can ensure all students benefit from the learning process, regardless of gender. This knowledge could be the key to closing learning gaps and boosting student outcomes across the classroom.
How can teachers apply this research?
Here are some practical tips:
- Episodic tasks for engagement: Use storytelling and personal reflection tasks to strengthen episodic memory. This can help all students make connections between learning and personal experiences.
- Semantic tasks for knowledge recall: Use quizzes, flashcards, and knowledge organisers to support semantic memory. Boys may engage better with these activities, however, all students benefit from retrieval practice.
- Mix it up: Balance episodic and semantic memory tasks. For example, during a history lesson, pair fact-based content with storytelling. This dual approach, similar to interleaving practice, strengthens both memory types and keeps lessons engaging for all learners
Reflection questions to consider
- How often do teachers use episodic memory tasks in the classroom?
- Do boys and girls engage equally in recall activities?
- Could balancing episodic and semantic tasks improve student outcomes?
- How do retrieval practices, such as low-stakes quizzes, impact different genders?
- Are there opportunities to link facts to personal experiences in lessons?
- How do knowledge organisers support different learners?
- Can storytelling improve engagement in subjects like science and maths?
- How might memory differences affect exam performance?
- What professional development opportunities could help teachers learn more about memory research?
- How do teachers balance SEND needs when designing memory tasks?
The research concludes
As with all research there are limitations.
… the structure of semantic memory is often evaluated by testing how quickly an English speaker can verify a sentence such as ‘Acat is an animal’. There are many other aspects of semantic memory which are studied … Our test does not measure these components Lynn & Irwing (2002).”
Download both papers to read more about the fascinating link between memory and gender. I have included some other sources too:
