Responsive impulsivity and its relationship to incorrect answers and semantic memory in multiple-choice questions (MCQ) among a sample of university female students

Abstract

Response-Time Impulsivity and Its Relationship to Incorrect Answers and Semantic Memory in Long Objective Tests"

The study aimed to analyze the impact of impulsivity on answer accuracy in objective exams (multiple-choice) among female students at Omar Al-Mukhtar University. The sample consisted of 21 psychology students, purposively selected and divided into three groups: 4 students overloaded with an "Intellectual Disability" course (50 questions), 7 regular students in the "Intellectual Disability" course (second year, 60 questions), and 10 regular students in the "Psycholinguistics" course (third year, 60 questions). Questions and answers were AI-generated, matched with course content, and reviewed by the course instructor. The study relied on three end-of-year objective exams, in addition to observing impulsive behavior throughout the academic year. Data was analyzed using AI, revealing key findings: A negative correlation between response deliberation and impulsivity, meaning more cautious students made fewer errors. No statistically significant differences in error rates or grades (Excellent, Very Good, Good, Pass) between fast and slow responders, indicating that speed was not the decisive factor in grading, but rather comprehension quality. Data indicated errors resulted from random chance (58–62%), study habits (28–32%), and rushing through questions (10%). Thus, impulsivity negatively impacted accuracy but was not the sole factor in errors—focusing on understanding (rather than speed) reduced mistakes. The final results showed that all students passed, supporting semantic memory theory, which posits that "when a concept is activated in semantic memory, it automatically triggers related concepts through an associative network. This phenomenon is called 'Spreading Activation'."