Encoding and Retrieval

Question 1

What is encoding?

Answer 1

It is putting information from short-term memory into long-term memory.

Question 2

What are the most effective methods of encoding?

Answer 2

Deeper processing, chunking, and rehearsing are the most effective methods of encoding.

Question 3

What is the Craik and Tulving study, and how does it support levels of processing?

Answer 3

They were looking at whether meaning or rhyming words are more helpful for someone to remember better.

Also, this study support the levels of processing meaning that meaning words lead to deeper processing, while rhyming words do not.

Question 4

In Craik and Tulving’s study, what are the independent and dependent variables?

Answer 4

I.V. - testing memory (recognition and recalling)

D.V. - surprise memory test

Question 5

What is the conclusion of Craik and Tulving’s study?

Answer 5

They found that meaning is better than rhyming because meaning leads to a deeper process than rhyming.

Question 6

What are the other successful methods of encoding?

Answer 6

Self-relevance effect and self-generate (or generate effect) are the other successful methods of encoding.

Question 7

What is the self-relevance effect?

Answer 7

Self-relevance effect is an effortful encoding that connects something to you, it will result in deeper processing.

Question 8

What is a self-generate effect or generation effect? What are the examples of the generation effect?

Answer 8

Self-generate effect or generation effect is an effortful encoding that allows people to generate something connected to you.

Examples: multiple choices, flashcards, teaching (help with memory), fill-in-the-blank, compare and contrast

Question 9

What is retrieval?

Answer 9

Retrieval is accessing the information out of long-term memory.

Question 10

What is the role of retrieval cues?

Answer 10

The role of retrieval cues is to piece of information used to help you get to that memory.

Question 11

How does recognition vs. recall demonstrate retrieval cues?

Answer 11

Recognition - remembers which one is the right answer on multiple test choices

Recall - brings back that memory like fill-in-the-blank

Question 12

What is the role of context? What are the three types of context?

Answer 12

Context is encoding and retrieving something. There are three types of context, which are “what”, “where”, and “how”.

Question 13

“What” in context examples

Answer 13

Smell demonstration - smelling sunscreen reminds someone of a pool (retrieving smell)

“What” context - think of the actual information as you encode and retrieve

Question 14

“Where” in context examples

Answer 14

“Where” in the study is the same physical location when on land or underwater

Question 15

What is the experiment that supports the importance of “where” context?

Answer 15

1. Encoding – participants on land or underwater
2. Manipulated retrieval where participants took tests on land or water
3. LL and WW - better memory than mismatched groups

Question 16

“How” in context examples

Answer 16

It is a powerful one for helping memory. If “how”, we think about the information when we retrieve it, is the same as when we encode it. That will be good for long-term memory.

If “how”, you think the material at encoding and retrieval are the same, so it’s good for long-term memory.

Question 17

Morris, Bransford, and Franks (1977) studied on transfer-appropriate processing. What is transfer-appropriate processing?

Answer 17

It is a theory that states that memory performance is improved when the cognitive processes used during retrieval match the cognitive processes used when the material is encoded.

Question 18

What is the experiment that supports the importance of “how” context when considering how as “mental context”?

Answer 18

“Mental context” - Sober and drunk study. In the study, depressed people remember more negative words than positive words. The degree in sober and drunk is similar.

The matched groups of sober and matched group of drunk have same cognitive processes when encoding and retrieval are used.

Question 19

How is the study of transfer-appropriate processing (Marris, Bransford, and Franks) different from Craik and Tulving’s study?

Answer 19

Both of their studies were studying on whether memory is better from rhyming words or meanings

Craik and Tulving study studies on whether meaning or rhyming is more helpful in memory. The finding is that meaning is more helpful than rhyming.

Transfer-appropriate processing is a bit more complicated than Craik and Tulving’s study because it studies whether matched and mismatched groups (shallow or deep processing) at encoding or retrieving leads to a better memory