Memory and Language-Lecture 4 Flashcards
Things that help Learning
- Rate of Learning (more better)
- Distributed Practice (less over long period vs lots over short period)
- Importance of testing and feedback
- Motivation
- Arousal (when you are most awake, also depends on whats being tested)
- Repetition
- Meaningfulness (more, better)
- Dual coding/recoding (using multiple codes to learn something, ex. visual, motor, hearing)
- Study with a friend
Levels of Processing
- Amount of info in LTM depends on how deeply it is processed during learning
- Elaborate rehearsal and distinctiveness helps
Evaluation of Levels of Processing
- Places emphasis on memory processes rather than memory structures
- true in general that elaborative processing leads to better retention
Problems with current Evaluation of Levels of Processing
- Circularity (what does deep mean?)
- Congruity Effect
- Transfer-appropriate processing
- Levels of Processing pattern in implicit memory test? (no)
General Principles of Retrieval
- memory traces are connected by means of association or links
- via process of spreading activation (more, stronger link)
Encoding Specificity Principle
- relation between acqusition and retrieval
- each item is encoded with respect to the context in which it is studied
- unique trace with information from target and context
- better retrieval when cue information matches the trace of the item-in-context
Context-dependent Memory
Better memory when more accidental features match between encoding and retrieval
Environmental context-dependent Memory
Influenced by external factors
State dependent context-dependent Memory
influenced by internal environment
only found in recall tasks, not in recognition tasks
Mood dependent context-dependent Memory
Memory for emotionally non-neutral material
Better if learned in congruent mood
Cognitive context-dependent Memory
Internal context also includes ideas, thoughts, convictions, etc one had encoding
Decay theory of forgetting
Fading of memory trace
Consequence: how much remembered depends on time elapsed
Interference theory of forgetting
memory traces disrupted or obscured by other material
Consequence: more interpolated events lead to more forgetting
Motivated forgetting theory of forgetting
Decide not to remeber something
Active inhibition
Consolidation theory of forgetting
- a process lasting for some time which fixes information in LTM
- Theory is that memories can not be fixed in LTM