L8 - Making it Stick Flashcards

1
Q

What are the ten principles of learning?

A
  1. Rate of learning
  2. Distributed practice
  3. Simple repetition
  4. Importance of testing and feedback
  5. Motivation
  6. Arousal
  7. Meaningfulness
  8. Dual recording
  9. Studying with a friend
  10. Levels of processing
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2
Q

What is rate of learning?

A

Time spent influences retention rates

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3
Q

What is distributed practice?

A

Rehearsing little and often is better than cramming

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4
Q

What is simple repetition?

A

Low level, mechanical recycling of information (e.g. browsing through slides)

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5
Q

What is another term for simple repetition?

A

rote learning/type 1/maintenance rehearsal

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6
Q

Explain the importance of testing and feedback.

A

Memory will be better if you come up with the answer yourself, and therefore testing of information is vital. Feedback reduces repetition of errors.

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7
Q

What is the generation effect?

A

Better memory if you ‘generate’ the answer yourself.

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8
Q

What is motivation in relation to learning?

A

Motivation affects time and attention spent on learning, but does not directly affect recall. (indirectly affects recall - more time spent increases recall ability).

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9
Q

What is arousal in relation to learning?

A

There is an optimal level of arousal for memory to work best.

If testing is immediate, learning in the morning is better. If testing is after a delay, afternoon learning is better.

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10
Q

What is the Yerkes-Dodson law?

A

There is an optimal level of arousal for memory to work best.

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11
Q

What is meaningfulness in relation to learning principles?

A

The more meaningful, the easier it is to learn.

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12
Q

What is the organisation principle?

A

Memory is a function of how items/events are related to each other.

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13
Q

What is dual recording?

A

More than one type of code aids learning. (e.g. not just all text on lecture slides)

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14
Q

Explain how studying with a friend aids learning.

A

Explanations force more active role in revision.

Also new insights, connections between ideas and retrieval paths can develop, leading to better recall.

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15
Q

What are levels of processing?

A

Amount of information in long term memory depends how deeply it is processed during learning. More shallow processing leads to the creation of more fragile and simple memory traces, which are more fragile.

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16
Q

What is the elaboration principle?

A

The more you can connect with existing knowledge, the better your memory. The more you can expand (elaborate) on what you know, the better your memory for it.

17
Q

Is there more emphasis on memory processes or structures of memory?

A

Memory processes

18
Q

Levels of processing theory applies to which type of memory more?

A

Explicit memory

19
Q

How can retrieval be thought as?

A

Going from one cue to the next until the target memory is found.
A process of spreading activation

20
Q

What is context-dependent memory?

A

Better memory when more accidental features match between encoding and retrieval.

21
Q

What are the types of features that can affect context-dependent memory?

A
  • External/environmental
  • State-dependent (physiological)
  • Mood-dependent
  • Cognitive state-dependent
22
Q

What is cue-dependent forgetting?

A

The information is there but cannot be accessed

23
Q

What are some of the accidental features that can match between encoding and retrieval, which can lead to better memory?

A
  • External/environmental
  • State-dependent (physiological)
  • Mood-dependent
  • Cognitive state-dependent
24
Q

Who provided evidence to show that external/environmental factors can affect memory - and how?

A

Godden & Baddeley (1975) - memory was better when retrieval occurs in the same place material was encoded - land or underwater.

25
Q

Who provided evidence to show that state-dependent factors can affect memory - and how?

A

Goodwin et al (1969) - found that it was better for participants to be intoxicated during retrieval if they were intoxicated during encoding.

26
Q

Who provided evidence to show that mood-dependent factors can affect memory - and how?

A

Kenealy (1997) and Eich et al (1994) - memory for happy words will be retrieved more effectively if you are in a happy mood at the encoding stage

27
Q

Who provided evidence to show that cognitive context-dependent factors can affect memory - and how?

A

Marian & Fausey (2006) - bilinguals were better at remembering information if it was tested in the same language that it was encoded in.

28
Q

What are cognitive context-dependent factors?

A

Internal contexts including ideas, thoughts, etc one has during encoding.

29
Q

What are mood-dependent factors?

A

Memory for emotionally positive or negative material.

30
Q

What did Karpick and Roediger (2012) find?

A

Testing of material leads to far higher recall rates than learning without testing.

31
Q

What did Craik and Watkins (1973) find?

A

Time that information spends in working memory does not really affect recall - rote learning does not really aid learning.

32
Q

What did Craik and Tulving (1975) find?

A

Evidence for levels of processing. Recall of semantic words much better than for orthographic words (because it required deeper, more meaningful processing).