Chapter 7 - Encoding, Retrieval, and Consolidation Flashcards
Maintenance Rehearsal
rehearsing information without making meaningful connections; not an effective way of encoding information and unlikely to be retrieved later.
Elaborative Rehearsal
rehearsing information while making meaningful connections; very effective.
Levels of Processing Theory
Fergus Craik and Robert Lockhart (1972)
memory depends on the depth of processing that an item receives
Shallow processing
little attention to meaning, as when a phone number is repeated over and over or attention is focused on a word’s physical features such as whether it is printed in lower- case or capital letters
Deep processing
involves close attention and elaborative rehearsal that focuses on an item’s meaning and its relationship
to something else
Paired-associate learning
a list of word pairs is presented; those who visualized the pairs were more likely to remember it than those who just repeated the words.
Self-reference effect
linking words to yourself; memory is better if you are asked to relate a word to yourself
Generation effect
information is better remembered from one’s own mind than read; generating new ideas.
Retrieval Cue
a word or other stimulus that helps a person remember information stored in memory
3 Factors that Aid Encoding
connections; creation; organization
Retrieval practice effect
practicing retrieval of information is more effective than studying
Effective Studying
Elaborate; Generate and Test; Organize; Take Breaks; Avoid “Illusions of Learning”; Be An “Active” Note-Taker
Spacing effect
advantage for short study sessions; research shows that memory performance is enhanced if sleep follows learning
Encoding specificity
we encode information along with its context; ex. studying in a quiet room and retrieving answers in quiet rooms work well together.
State-dependent learning
learning that is associated with a particular internal state, such as mood
or state of awareness
