PSYC 358 1st Edition Lecture 13Outline of Last Lecture II. Long Term Memorya. Implicit vs. ExplicitIII. Encoding vs. RetrievalIV. Mood and MemoryV. Depth of Processinga. Level of processing vs. Encoding SpecificityOutline of Current Lecture VI. Long Term Memorya. Levels of processing vs. Encoding SpecificityCurrent LectureLecture 132/24/15Day 13: Long-Term Memory (continued)QOTD: What are more specific factors, phenomena, and mechanisms in recallLevels of processing vs. Encoding SpecificityThompson &Tulving-At study: train – BLACK (weak context given)orBlack (no context given) Retrieval cue at testNone Weak “train” Strong “white”No context at study .49 .43 .68Weak Context .30 .82 .23Suggests need for reinterpretation of depth of processing effects results driven by encoding/retrieval matchElaboration/depth does not always improve memory performanceThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.If you are given rhymes as cues, it is better to have encoded in terms of sound than meaning (fig 7.11)Favors transfer-appropriate processing over depthWhat happens to subsequent recognition performance if you ask people to verbally describe pictures during the study phase of a memory task?Verbal overshadowing (Schooler)Test case for repsslicabilityWhat can be done at the time of encoding to promote retrieval?At the leading edge in memory research-Survival Processing (Nairne, 2010, P. 185)Study a list of words and try to relate the words to survival. Relating the words to the context of survival. This produces some of the best retrieval effects ever observed.-Testing Effect/Retrieval Practice (fig 7.6-7) “desirable difficulty”Everybody thinks that the way to study something is repeated exposure. Turns out that idea is stupid bad. If you want information to stick for the long term. It’s better to engage in something like partial testing. Give yourself a partial cue and allow yourself to dredge up the rest of the info. Flashcards are a big example.What are the implications for memory theory?What can be done at the time of test to promote retrieval-Match the context/task to study conditions-Extend or alter the cue/perspective-Simplify the taskWhat about elaboration?Other ideas?Does the recall of some items influence memory for others?Hypermnesia – performance over repeated recall tasks-Par – set reminding-Retrieval-Induced Forgetting (Anderson)What happens to performance on unpracticed items (in certain types of study lists) if people practice retrieving a specific subset of items?-Deja-vu-Tip-of-tongue-locker
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