Topic 7 - Long-Term Memory II Flashcards
Types of rehearsal
1) maintenance rehearsal
2) elaborative rehearsal
MAINTENANCE REHEARSAL
if ur thinking about trying to hold a picture in mind ( or trying to hold a phone number in mind), and your not really doing anything with the material and just repeating it in your phrenological loop - maintenance rehearsal. So when info is retained from short-term memory via this rehearsal, once you’ve used this info, it’s gonna be lost forever.
- NOT STORED IN LTM
ELABORATIVE REHEARSAL
- encourages info from STM into LTM.
- Semantic code that could both help and hinder performance.
- meaning based = -laying around with the material that you already have. (Thinking about what you already know about it or if you’ve experienced it before)
Between maintenance rehearsal and elaborative rehearsal, which is more effective?
Elaborative rehearsal
Learning principles for enhancing memory
1) deeper is better
2) interact
3) organize
4) harder work increases memory recall
5) information personally relevant
6) generate personal cues
7) structure
8) test
1) deeper is better
The more resources you use to encode information, the more likely it is to be recalled from memory.
- elaborative rehearsal
- 3 levels of processing that account for improving memory
3 levels of processing that account for improving memory
1) surface (physical)
2) intermediate (phonological)
3) deep (semantic)
3 levels of processing that account for improving memory train example ?
1) surface (physical) - how many vowels?
2) intermediate (phonological) - does it rhyme ?
3) deep (semantic) - is it a form of public transportation
Deeper is better
- predicts that …
- concludes that …
Predicts that evaluating usefulness leads to deeper processing
Concludes that memory is better when evaluating usefulness
Who is deeper is better by?
Craig and Lockhart
2) interact
- bower and winzenz
- things are better remembered when interactive mental imagery is produced by them (pig + cone = pig wearing a cone)
Creating a single scene that includes both images is better then
2 separate images near each other.
- but the 2 images interacting makes best recalling results
3) organize
- bower
- items are better remembered when they are structured into meaningful groups and heircharches
Ex: visual organization = levels + sub levels = increase recall
Long term memory breaks down into what?
Implicit memory and declarative memory
Implicit memory breaks down into
Procedural memory
&
Repetition priming
Declarative memory breaks down into what
Semantic memory and episodic memory
4) make it hard on yourself
Key words that are linked to complicated sentences are better remembered than words linked to simple sentences.
- harder you work at the time of study, the better you’ll remember the keywords
5) make info personally relevant
Same material presented 4 times, giving 4 same responses, but the 4 questions were different. Personally relevant question got the was remembered.
Materials and response demands were the same, personally connected words are better remembered
6) generate information
Your own cues > someone’s else’s cues > no cues at all
What did the drawing with the balloons show and whihc ideas did it consolidate?
It showed information without - visual imagery - interactive parts - structure Would not make sense at all and is required for comprehension
7) provide structure
- Unstructured info very hard to remember.
- If possible, develop a mental framework for thinking about information (c.f., organise).
8) test
Being tested instead of rereading something importers BOTH STM ( 5 minutes) and LTM (1 week) recall.
- emphasizes that the challenge at the time of encoding is important for eventual retention
TEST experiment
DAY 1: Distributed learning (1st encoding)
DAY 2: Distributed learning (2nd encoding) Massed learning (1st and 2nd encoding) Single session (1st encoding) TEST 1
DAY 3: TEST 2
- Test 1 on day 2: distributed and massed scored the same. Single session did the worst
- Test 2 on day 3: distributed > massed > single.
Distributed learning > massed learning > single session learning
- Single session learning group:
- Distributed learning group:
- Massed learning group:
- Single session learning group: only had one opportunity to encode info on day 2.
- Distributed learning group: had 2 opputinities to encode across days 1 and 2. Seen to have the highest score out of all 3 groups.
- Massed learning group: had 2 opportunities to encode within a single day (day 2)
Single session learning is always the
Worst
The effects of massed learning get
worse as time between study and test increases.
Testing yourself regularly during the learning process can help you to recall more information than simply rereading, especially at
longer delays.
Benefits of Testing to recall info really comes into play when the
retention interval becomes long.
• so instead of studying twice, study then test gives better recall results.
- 5 minutes: study/study > study/test
- 2 days: study/test > study/study
- 1 week: study/test»_space; study/study
Given the same overall amount of study time,
fewer re-learning sessions over longer periods is the same as more re-learning session over shorter periods (Bahrick et al.,1993).
- Distributed learning better than cramming.
