Lecture 6 Flashcards
Craik and Watkins 1971
Participants told “Keep rehearsing the most recent “B word”.”
Then they tested participants’ memory of the B words, having manipulated
the b-word duration
…, “Bat”, “Cat”, “Dog”,(distance 2)“Ball”,(Distance 0) “Boy”, “Pig”, “Cake”, “Egg”, “Fog”, “Ray”,
“Gum”, “Nap”, (distance 7)“Bib”, …
B-Word duration = duration of maintenance rehearsal
Prediction: If studying longer and harder (maintenance
rehearsal) aids LTM encoding, then B-words with larger
lags should be better remembered.
this turned out to be not true
Does duration of maintenance rehearsal help?
no
What matters for retention and retrieval is how you learn it.
- Elaborative Rehearsal and Levels of Processing.
types of processing and incidental/intentional learning
Shallow, medium and deep processing; ranges from no elaboration to alot i.e.
(also deeper the processing better the recall)
Shallow:
Incidental learning; are these words in the same font?
CAT -> bunny
Intentional learning ; same question but tells you you’ll need to remember it for later
Medium:
asks if words rhyme
Deep:
asks if words are synonyms
Generation effect
better at remembering words we generate: i.e when asked what the matching word is for this :
Hot - C_____
Fast - S____
People remember better than just being presented with
Hot - Cold
Fast - Slow
Summarization effects on processing?
Putting information into your own words is deep processing and is one of the best ways to learn regardless of delay (im guessing “delay” is time delay between intervals of study?)
First letter and peg word mnemonics
two types I think?
First letter:
Some word to remember things such as Roy G. Biv. for the colours in a rainbow
Peg-word system:
associate numbers with an action to create steps
1- sun, 2-shoe, 3-tree
now with this sequence just assign shit to it for ex if i wanna remember to tie my shoe it would be:
1-sun (make an X so i think of an X on the sun)
2-shoe(bunny ears on a shoe so i make ears now)
3-tree(trees are criss cross w their branches so i now cross the “bunny ear” branches)
boom shoe is tied
Journey technique, narrative and Mental loci, title Mnemonics
Journey technique
Imagine a common route in your daily life and assign things to objects you see on said route to help remember some sequence.
for taking medicine ex.
omw to school so first bus stop is putting pill in mouth
square one is second so drinking water is square one
then utm is third so utm = swallow
Mental loci
Take a familiar place and assign a location in that place to something you have to remember
Narrative
create a story to remember items and their locations
Titles and labels- ambiguous passages are understood and remembered when they are given a clarifying title.
Mnemonic principles (in other words how to study well)
- Minimize interference
don’t try to watch a show whilst
studying… even if you really want to - Exploit pre-existing information in memory
Link what you’re learning to what you know - Use imagery to enhance memory
Make it memorable. Make it vivid
Spacing effect
Information is better retained when it’s encoded in spaced
episodes than when encoded in a massed episode.
Massed:
encoding info for long continuous periods
Spaced:
encoding info for shorter spaced out periods
When/how long should u study/revise?
depends on how long u want to remember:
when you study, then restudy it has an impact on your retention interval (how long u remember)
Encoding Specificity and context reinstatement
state dependent memory
Encoding specificity- memories encoded with context, in which the material was presented
Context reinstatement- retrieving memories in the same context that they were, should help retrieval.
i think this is like, if u study while caffeinated or high then u remember those things better when caffeinated or high
state dependent memory:
if u learn something underwater and are tested underwater you can retrieve it better, same for learn and test on land. but when mixing two conditions you don’t retrieve as well.
this is the same w mood
