The Effect of the Level and Type of Information Processing on the Performance of Semantic and Event Memory

The study aimed to reveal the effect of the level and type of processing on the performance and speed of the two memories (semantic and event). To achieve the objectives of the study, four tests consisting of (128) paragraphs were prepared, divided as follows: • (64)Paragraph before camouflage; which are divided into four parts, each with (16) paragraphs. • (64)Paragraph after camouflage; which are divided into four parts, each with (16) paragraphs. The aim was to measure the students' performance in recall and recognition tests in the two memories (semantic and eventual). The study sample consisted of (120) students; divided equally into four classroom divisions; Where their schools were chosen in the most feasible way. The study showed that: • There were no statistically significant differences between the arithmetic circles for the performance of eighth-grade students with regard to semantic memory recall, specifically with regard to {treatment level, and (treatment level x type of treatment)}, • There was a statistically significant difference between the two statistical means for the performance of eighth-grade students related to semantic memory, and this is due to (gender and type of treatment), • The presence of statistically significant differences between the two statistical means for the performance of eighth-grade students with regard to semantic memory, due to (level and type of treatment, and (level of treatment × type of treatment) and person's gender). The results of the study also showed that: • There were no statistically significant differences between the arithmetic circles for the performance of eighth-grade students with regard to recalling the memory of events; specifically with regard to {(Type of treatment × gender) and (Type of treatment × level of treatment)}, • There are statistically significant differences between the arithmetic circles for the performance of eighth grade students with regard to recalling events memory; specifically with regard to {level of treatment, (level of treatment x gender) and gender}. • The absence of statistically significant differences between the arithmetic circles for the performance of eighth-grade students with regard to the recognition of the memory of events; specifically with regard to {(treatment level x gender) and gender}, • The presence of statistically significant differences between the arithmetic circles for the performance of eighth-grade students with regard to the recognition of the memory of events; specifically with regard to {level of treatment, (level of treatment x gender) and (type of treatment x level of treatment)}.