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Be able to describe the methods of studying in different contexts and how it affects memory of recall in a neutral context. Understand that similar effects exist for temporal context.
Use encoding specificity, study in the same room as where the test is held can help with same material studied
Be able to describe the results of studying in different contexts and how it affects memory of recall in a neutral context. Understand that similar effects exist for temporal context.
the variability in studying promotes more general recall, more studying in the same envrionment leads to better memory, distributed better than massed studying (crammed study session). Studying about lots of different contexts is remembered better when studied in lots of different environments
Understand how the level of processing affects memory recall.
(Craik & Tulving) Affected by the depth of processing at the time of study
-Observe words with different associated tasks
-Capital letters (least), rhyme, and synonym (deepest)
-Better recall for deeper, more distincitve memories
Be able to describe the CogLab Levels of Processing experiment.
Asked Yes/No about capitalization of words, rhyming of words, and synonym/connection of words
-Better recall for deeper processing
Understand the study that shows that level of processing is more important than intent to learn.
1 control group (told to recall words)
10 experimental groups (split to perform different tasks)
all groups are tested to recall words, only half knew they were going to be tested (intentional studying for control group)
Why is the level of processing more important than the intent to learn important when studying material that you know will be tested?
Some experimental groups had deeper processing than others which resulted in better results on tasks.
Regardless of intentional or incidental study, deeper processing did better (pleasant task had highest incidental effect)
Understand what is meant by a judgment of learning (JOL)
(Nelson & Dunlosky). Try to evaluate if you have learned the material sufficiently enough for later (acknowledge/test memory ability)
How do you make judgment of learning (JOL) more accurate.
evaluate JOL, given info in head, will I remember this later? Estimation of ability to use long-term memory.
If done immediately, high JOL but has inaccurate memory performance
If done delayed, leads to fairly accurate JOLs
Advice to make more accurate is to study, wait, and then estimate learning
(immediate study and then doing judgement, your materials in memory are still in working memory) EX: read notes and then immediately say you know the concepts from those notes
Understand the role of recall practice on memory. Describe the role of recall practice on memory experiment that demonstrates this effect.
Study with flash cards,
Read both sides, trying to associate images or wordings with memory (see picture of strawberry and chinese word for strawberry) (study)
Quiz self (test)
Performance is best when every pair is tested, even if you already demonstrated memorization.
Understand the findings about learning styles. Be able to explain what kind of data is needed as evidence that different students have different learning styles.
No evidence for correlation between learning style preferene and learning, need graphs that cross with different styles and different learners, but these graphs don’t exist. Difference is not significant enough to be valid
