Memory 5

Question 1

Levels of representation

Answer 1

• Surface form
• Text base form
• Mental model

Mental model is remembered the best. This is a strong effect.

Question 2

Transfer-appropriate processing

Answer 2

Match between encoding and retrieval is important

Study phase
Recognition test

When the content of study phase and recognition test is matched the participants get higher percentage correct

Question 3

Retrieval practice effect

Answer 3

If you try to remember something and with some effort are able to do just so, this gives a large learning effect.
Much greater than merely relearning the material.

Question 4

Spacing effect

Answer 4

At short retention interval performance decreases with increasing p1-p2
At long retention interval performance increases with increasing p1-p2

Longer inter-sessions intervals ensures more consolidation between sessions, less habituation, and more diverse memory trace.

Question 5

Ebbinghaus forgetting curve experiment replication

Answer 5

Possible effect of sleep was seen after 1 day.
Replication saw remarkable similarity in forgetting curves.
Strong serial-position effect, last syllables in a row were much better learned.

Question 6

Permastore

Answer 6

At some point forgetting may stop. Forgetting continues until about 3 to 12, then stops.

Question 7

The fan effect

Answer 7

Associative interference: the more you know, the more you forget.

Question 8

Forgetting theories

Answer 8

• Interference theory: forgetting is the result of competition between two memories
• Inhibition theory: forgetting is the result of an active monitoring process whereby information that is in the way is suppressed

Question 9

Inhibition theory

Answer 9

Cue that would usually lead to memory B slowly becomes weaker after memory A gets introduced and is recalled by the same cue.

Question 10

S-shaped learning curves

Answer 10

There is strong evidence for these, especially if learning rate is low, and perceived complexity or difficulty is high.