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