Lecture 16: Hacking your Memory Flashcards
Why is avoiding laptops during lectures recommended?
Laptops encourage verbatim note-taking, which involves shallow processing.
Putnam et al. (2016).
* Methodology: Behavioral study comparing laptop vs. paper note-taking.
How does multitasking on laptops affect learning?
Multitasking reduces learning by ~11%.
Sana, Weston, & Cepeda (2013).
* Methodology: Experimental study with multitasking students during lectures.
How does handwritten note-taking enhance learning?
Handwriting promotes summarization and deeper processing.
Mueller & Oppenheimer (2014).
* Methodology: Experimental study comparing handwritten vs. laptop notes on recall and conceptual understanding.
What is elaborative interrogation, and why is it effective?
Elaborative interrogation involves explaining why facts are true, promoting deeper encoding.
Dunlosky et al. (2013).
* Methodology: Review of elaboration-based memory studies.
How do keyword mnemonics support memory?
Mnemonics create visual or semantic associations to aid recall.
Example: “Hippocampus” → “A hippo visits her old campus.”
Richmond et al. (2011).
* Methodology: Behavioral experiments testing keyword mnemonics in Psychology students’ recall and conceptual understanding.
How do schemas enhance memory encoding?
Linking new information to prior schemas improves encoding.
Van Kesteren et al. (2014).
* Methodology: fMRI study showing stronger mPFC activation for schema-linked facts.
How does testing outperform re-studying?
Testing strengthens memory retention and reduces forgetting.
Roediger & Karpicke (2006).
* Methodology: Experimental study comparing study-only (SSSS) and study + testing (STTT) conditions over one week.
How does classroom quizzing enhance learning?
Quizzing improves related concept understanding and performance on new formats (e.g., MCQs → short answers).
Thomas et al. (2020)
* Methodology: Repeated testing experiments in a Cognitive Psychology course with final exam comparisons.
What is the spacing effect?
Revisiting material after breaks improves memory retention.
Cepeda et al. (2006).
* Methodology: Meta-analysis of 317 experiments on spacing intervals.
How does the shift from episodic to semantic memory occur?
Specific facts are initially recalled, but generalized knowledge develops over time.
Conway et al. (1997).
* Methodology: Behavioral study comparing immediate recall and delayed exams.
How do self-generated cues improve memory?
Personal cues align with cognitive context at encoding, aiding retrieval.
* Example: “Rutherford” → “Ruth is the center of the family.”
Tullis & Finley (2018).
* Methodology: Experiments comparing self-generated and external cues for recall.
How can schemas support generalization in academic learning?
Relating material to existing schemas enhances understanding and retention.
What should you do before lectures to enhance learning?
Review slides and prior readings to activate schemas.
How can note-taking during lectures improve memory?
Selective notes emphasizing main messages, evidence, and conflicting data improve encoding.
What are effective post-lecture strategies?
Self-test and space revision sessions to consolidate memory and enhance retrieval.
