Effective Encoding

Question 1

What are the 4 types memory research?

Answer 1

1. Pragmatic
2. Experimental
3. Atheoretical
4. Theoretical

Question 2

What is pragmatic memory research?

Answer 2

Seeking ways to improve people’s abilities to learn and remember

Question 3

What is experimental memory research?

Answer 3

Documenting the existence and nature of memory phenomena with observations that are systematically collected

Question 4

What is atheoretical memory research?

Answer 4

Characterising memory in an intuitive and informal manner; focusing on phenomena rather than explanations

Question 5

What is theoretical memory research?

Answer 5

Explaining the mechanisms of memory with theories, models, or metaphors that capture part of a phenomenon

Question 6

What 2 types of memory research is currently used most often?

Answer 6

Experimental & theoretical.

Question 7

What are the 2 most useful types of memory research?

Answer 7

Pragmatic and atheoretical.

Question 8

What method of memory research did Plato and Aristotle use?

Answer 8

Theoretical.

Question 9

What method of memory research did Aristotle use?

Answer 9

Atheoretical.

Question 10

What memory research method are mnemonics an example of?

Answer 10

Pragmatic.

Question 11

In which centuries was theoretical memory research revisited?

Answer 11

16th and 17th.

Question 12

What methods of memory research did Ebbinghaus use?

Answer 12

Experimental and atheoretical.

Question 13

Who was Ebbinghaus influenced by?

Answer 13

Fechner (1860)

Question 14

What was Ebbinghaus’ fundamental unit of memory?

Answer 14

The nonsense syllable.

Question 15

What was Ebbinghaus’ ‘Method of complete mastery’?

Answer 15

How long it took him to learn a list well enough that he could repeat it perfectly on two occasions.

Question 16

What was Ebbinghaus’ ‘Method of savings’?

Answer 16

Key measure of retention was how much less time he took to relearn a list.

Question 17

Ebbinghaus found that re-encoding is much _______ than initial coding.

Answer 17

Faster.

Question 18

Encoding difficulty _______ ________ with list length.

Answer 18

Increases disproportionately.

Question 19

After 7 items, doubling the list length more than __________ the time to learn the list. But after that, the rate of increase in difficulty may ______.

Answer 19

Quadruples, reduce.

Question 20

What is massed encoding?

Answer 20

Eg. Learning 4 hours straight before an exam.

Question 21

What is distributed encoding?

Answer 21

Eg. Learning 1 hour per week in the month leading up to the exam.

Question 22

What are 4 reasons why distributed encoding works?

Answer 22

1. It is hard
2. Encoding variability
   (increase of available cues)
3. Deficient processing hypothesis
   (you don’t may so much attention to recently encountered things)
4. Study-phase retrieval
   (you tend to revisit topics in distributed learning and retrieval benefits memory)

Question 23

How much faster were words learned if they were given an appropriate network of meanings? (Bower et al., 1969)

Answer 23

4 times faster.

Question 23

How much faster were words learned if they were given an appropriate network of meanings? (Bower et al., 1969)

Answer 23

4 times faster.

Question 24

False recall and recognition was almost always associated with high ______________.

Answer 24

Schema Expectancy.

Question 25

What 2 factors predict recall despite being negatively correlated with one another?

Answer 25

1. Schema expectancy
2. Saliency

Question 26

Why are mind maps more effective if you make them yourself?

Answer 26

The generation effect.

Question 27

What is the generation effect?

Answer 27

Memory for self-generated items is much better than items you have been presented with.

Question 28

Generally optimal inter-session intervals are approximately _______ of retention intervals.

Answer 28

10-20%.