Cog. Psych Chapter 7
levels of processing theory
- Memory depends on the depth of processing that an item receives Deep vs. Shallow
what were the results of cued recall (banana)
- can retrieve 91% of words when you are given your own cues - 55% when you are given someone else's cues - 17% never studied words, trying to figure out best word based on cues
visual - factor of encoding - keyword method
- useful for learning foreign language vocab - example: rodilla means knee, sounds like rodeo keyword: rodeo - combine image of rodeo man riding horse with his knee high in the air
retrieval practice - encoding Roediger and Karpicke
learn by testing oneself - had one group read a passage than either re-read or take a recall test - by retrieving the information, you are practicing the information - tested recall after a delay, testing group performs better
Generation effect - encoding
exercise where you have word pairs like: study - hard some you have to generate your own word like: king - r_l_r do better when you have to generate word
what results in stronger memory trace? re-reading or being tested?
re-reading if you are being tested right away if there is a delay in retrieval, testing group does better because you are practicing information
visual representation is important for
recall
If you are learning a skill ___ practice gives you the best results
spaced out
The spanish vocab experiement shows the more you space out studying
the better retention you will have
The deeper you process information...
(more semantically) the more you will remember
Goodwin and Alcohol SDL
- Can study info when you are sober or intoxicated - study while intoxicated, performance is better if you test while intoxicated then if sober - remember things more because of state dependent memory*
circular reasoning
- Depth of processing has not been defined independently of memory performance, it is circular - no evidence
Distributed versus massed practice effect
- Difficult to maintain close attention throughout a long study session
mirror drawing task Lorge
- Follow the outline of an object where all visual guidance is through a mirror
Maintenence rehearsal
- Repetition something over and over - maintains information but does not transfer it to LTM
Craik and Tulving Experiement, what was it?
- Subjects shown words one by one had to carry out three tasks - Capital Letters - Rhyme - Sentence Later asked to remember words, best remembering came with deeper processing
Elaborate Rehearsal
- Using meanings and connections to help transfer information to LTM - adding a new piece of info to a network you already have
According to Bransford and Johnson you need context before or after to remember and comprehend?
- before - if given after, won't comprehend or remember
What were Craik and Tulving able to show with their three level processing experiment?
- doesn't matter whether you are trying to remember information or not, it is the extent to which you process it - intent only matters when it effects levels of processing
Deep processing vs. Shallow
- focusing on an item's meaning and relating it to something else Shallow = little attention to meaning, attention to physical features to items Deep = deeper focus, attention to meaning
with cued recall it is important to
- generate own study materials - spend a lot of time working out cues, you will remember more
Memory demonstration Bransford and Johnson Comprehension and Recall
- given a paragraph that made no sense - comprehension was a 1 on 1-7 scale, recall is low - given picture with story, you can understand story and you recall more - no picture or context, won't remember or comprehend
retrival cues
- help encode information, act as a hint - cues associated with the original learning that facilitate the retrieval of memories
Geiselman and Glenny Marijuana and Tobacco
- if you are high when you study, you will do better if you are high while you take the test - Won't work if you study high then take the test with a cigarette, cross overs don't works
state-dependent learning
- less about environment, more about emotional state - learning is associated with internal state - better memory if person's mood encoding matches mood during retrieval
Bower and Winzenz - visual representation
- pair associates - half were asked to repeat boat-tree - half were asked to draw interactive boat - tree - imagery group recalled much better than repetition group
Cafeteria noise example
- same as underwater, if you study in same environment as you take the test in, you will do better - study with noise, take test with noise = do better - study with quiet, take test with noise - do worse
cued recall (Mantyla, 1986)
- subjects received a list of 600 nouns - during learning they wrote 3 words associated with the words - banana: yellow, edible, bunches - asked to recall words
6 factors that aid encoding
- visual imagery - self-reference effect - generation effect - organizing information - relating words to survival value - retrieval practice
studying after a break gives feedback about
- what you already know
visual takes a while to learn but
- you will have information forever
results of retrieval practice experiment 5 min, 2 days, 1 week
5 mins = re-reading does better 2 days = testing group does better 1 week = testing group does better
Craik and Tulving Structural
Capital letters judged whether or not a word starts with a capital letter or not low semantic involvement, simple
Let's say you have an exam tomorrow then the final 7 days later, how should you study?
Distributed study, you wont do well on the exam tomorrow but you will retain information long term for the final
encoding vs. retrieval
Encoding - acquiring information and transferring it into memory Retrieval - Transferring information from LTM to working memory
Craik and Tulving Sentence
Fill in the blank judged whether or not the word shown first fitted in a particular sentence deepest processing, have to think about it
Why do we need to be given context before?
Having a mental framework of comprehension aids memory encoding and retrieval
what is the testing effect in regards to retrieval practice?
If you test immediately, both groups do the same
Keppel massed vs. distributed learning
Paired associate learning - study 8 times on 1 day (massed) - 2 times on each of the four days (distributed) - looks like Ebbinghaus forgetting curve - big drop of memory right after then it starts to slow down - massed u remember more right away them forget more - distributed you forget less slower
Craik and Tulving Phonemic
Rhyme, does this work rhyme with this one? one level up, have to process more deeper processing
transfer-appropriate processing
The results of a memory task will be better if the type of processing used during encoding is the same as the type during retrieval encoding (meaning task) - retrieval (rhyming) = 33% encoding (meaning task) - retrieval (meaning task) = 49%
What tasks cause deeper processing?
Using a word in a sentence deciding how useful an object might be on a desert island
what were the results of Godden and Baddely underwater test?
We do best when we match study context and retrieval context taking the test where you studied
If you want to remember information for tomorrows exam you should...
cram the night before mass study
Learning spanish vocab experiement 0, 1, or 30 days studying like paired associates results after 30 days
massed: 0, performance falls way down everyday: goes down a little by the end 30 days: performance goes way up
results of mirror drawing task for massed, leaving a minute in between trials, and a day between trials
massed: no time in between trials, takes 20 trials of practice to get to 70% 1 minute between: 7 trials to get to 70% 1 day between: 5 trials
How are encoding and retrieval related? - encoding specificity theory
memory retrieval is effective to the extent by which the context of encoding corresponds to the context of retrieval
Godden and Baddeley and context underwater experiment
one group of subjects studied a list of words underwater another group studied on land at test: group is split up half takes test underwater, half on land
self-referencing effect - encoding
the more we reference things to ourselves, the more we remember receive word list: sad, happy, shy how does this relate to me? - higher recall when you ask if these words describe you rather than does this word rhyme with this one
Matching the cognitive task is
transfer- appropriate processing