Lecture 17 - Encoding Specificity

Understand the procedure and typical results of a part-set cuing experiment. Be able to explain why it is important.

When given a full set of info, it’s easier to remember the full set (or no set) than to be given part of learned set and asked to recall the rest. Has to do with context: info in LTM is not like a box, why should having part of a list mean you don’t remember other part? Partial info makes it harder to remember.

Be able to explain how discrimination makes memory (in some ways) similar to visual search.

Is target present/absent? Relevant to task at hand? Info encoded in memory as well as recall, encoding alters what features are stored as part of memory which changes discrimination of subsequent recall

Encoding Specificty Principle

to maximize recallability, effort/conditions at time of learning must be consistent with properties/conditions of test (EX: Drunk during study, drunk during test)

Semantic task

normal recognition task

Rhyme task

Shown a word and asked if any of the target words rhymed with this word

Cue/no Cue task

Cue: soar-EAGLE, HEALTH-nurse, WHEEL-auto. No Cue: EAGLE HEALTH WHEEL

describe (in detail) at least two experiments (general procedures and general results) demonstrating the encoding specificity principle

Subjects in 2 groups, see the same words, have different tasks. This changes encoding of the info in memory. Semantic Judgement vs. rhyme judgement. Drunk/Sober study had better results when you were purely sober or purely drunk in both parts of the experiment. Worst results from being sober and drunk. (study sober, so you have to test sober = better scores)

Know the basic properties and findings of all of the encoding specificity type of experiments.

it is not that one learning strategy is better than the other. Encoding (learning) of information and recall of information need to match. It is very difficult to test for absolute memory. Subject’s performance depends on many factors. If given recognition, you’re better off studying the recognition task.

Be able to describe the CogLab encoding specificity experiment.

Strongly vs weakly related cues.

Weak: fruit-FLOWER Strong: bloom-FLOWER

Best recall when test with same cue as study

Be able to explain why the encoding specificity principle makes it very difficult to determine if something is forgotten.

-Changing context may allow subject to recall seemingly forgotten info, retrieval problem

-Forgetting is not always a characteristic of memory system/brain

Be able to explain why the encoding specificity experiments imply that forgetting is often a retrieval problem. Why must forgetting (or memory) be defined relative to a particular task?

Changing context can help remember, sometimes changing. You can never be certain that if you are placed in a different context you will still show forgetting

Be able to describe the effect of classrooms on memory.

Disadvantaged when changing classrooms (results of exams are higher when lectures and exams are in the same room/location)