An intro to learning + Memory Flashcards
Bower- paired associate (PA) learning + interactive images
-present list of word pairs subjects must learn
- first word = stimulus (s) , second is response (r)
- 3 groups of testing:
1) interactive imagery - imagine each word interacting with pair
2) separation imagery - imagine each word as separate images
3 ) Rote repetition - law of exercise
- Test phase = old/new recog
- subjects rate confidence of seeing word previously
- If confident had to remember s words pair
Bower- PA results
- No effect of condition on recognition rates
- effect on pained Assoc recall suggests instructions influenced memory
-interactive imagery is best for recall
-believed to be because generate + deeply think fer self
Bower- Interpretation of PA results
- Bad news for associationism + law of exercise - No support repetition = better recall
- Nothing special about mental imagery
-interactive imagery best because relational encoding is key
Mardler + Pearlstone- importance of organisational factors on memory
2 groups:
1 ) Free sorting - dev own organisation + categories
2) constrained sorting
-single word on each card
- sort 52 cards + repeat until can sort them into same categories on 2 successive trial’s
-constrained - each yoked (matched) with a free sorting ppt
- told how many piles + given feed back but had to sort cards same as partner
Madler + Pearlstone- organisation + memory - results
- free sorting took less time to sort cards
- Both recalled same number of words
-repetition didn’t produce memory benefit (against law of exercise) - freedom to do own organisation is good for memory
Craik + Tulving- importance of depth on processing in memory
- each trial an orienting question is presented
-Next the word is presented - subject must make a speedy yes/no response
- unannounced memory test–> old/new recognition
Craik + Tulving -levels of processing results
- Meaningful orienting tasks produced better retention than questions focusing on attending phonemic or visual features
-Deep encoding supported better memory
overall conclusions
-relational encoding seems important -recovering meaningful relationship aids memory
- using unique distinctive relations is key
-Tie in with organisational + deeper processing view
Bartlett-War of ghosts study
-give ppts war of ghost passage + ask them to remember it
- first reproduction (15 mins after)
- 2 month reproduction
- 2 1/2 year reproduction
Bartlett war of ghost observations
- first reproduction general form is preserved throughout repeated reproductions
- strong tendency to rationalise unconnected disturbing elements
- certain details serve as anchor points for organising recall
- preconceptions worked into reproduction
-reproduction become shorter + more coherent (no supernatural)
-schemas influence memory here
kay -repeat Bartlett
-read 2 passages out loud to subjects 2 x after 5 mins reproduce both
- Now read passage again
-1 week later reproduce both passages
-read out passages again
-occurs 6 + with 1 week between tests
schema definition
- organised structure capturing knowledge + expectations about events in the world
kay - results
- 60-70% content accurately reproduced
- exact wording poorly reproduced
-despite repeat of presenting passage, errors were repeated - failure of further learning -> stubborn to alter view
spitzer-importance of testing fer learning
- Tested sixth grade students
- studed articles similar to what they are currently studying
- given 25 MCQs
-Longer the first test delayed, worse the performance
-Having a test- improved performance on subsequent tests - first test must be given relatively soon after study to have pos effect later
Roediger et al - importance of repeating testing not studying for learning
- s - _ one presentation of list of words to remember
- t = s followed by free recall
-3 conditions:
1) STST - equal study
2) sSST - lots of study
3) STTT- lots of test
-initial recall = similar, STST bit better - free recall 1 week later
- STST best
Karpicke + Roediger- importance of testing + study on methory
- study word pairs
- 4 conditions:
1) ST- study 1 - Test repeat 4 times
2) SNT - when word correctly recalled drop from sturdy
3) sTN - when word correctly recalled drop from test
4) SNST - when correctly recalled drop from both
-results show it is testing not studying promoting long term recall
Butler + Roediger - importance of feedback for learning
- 12 passages
- some took MCQ some didn’t
- All groups tested 1 week later
- taking initial test-3x final recall
-immediate feedback increased 10%
-Best performance observed when feed back presented later (reduces confusion)
