Memory - Hacking your memory

Elaboration

A mnemonic strategy that involves actively relating new information to what you already know to enhance memory.

Elaborative interrogation

Generating an explanation for why an explicitly stated fact or
concept is true

Effects are often larger when elaborations are precise rather than imprecise, when prior knowledge is higher rather than lower [...] and when elaborations are self-generated rather than provided”
(Dunlosky et al., 2013)

Shallow Encoding

A type of memory processing that focuses on surface level characteristics, such as verbatim note-taking without understanding meaning.

Deep Encoding

A memory process that involves creating meaning and making connections with existing knowledge to improve recall.

Testing Effect

The phenomenon where retrieving information during a test enhances long-term retention of that information.

Schema

A mental framework that helps organize and interpret information, making it easier to understand and remember.

Van Kesteren et al. (2014) conducted an fMRI study of schema effects on learning at University

• Medial Prefrontal Cortex (mPFC): Increased activation for schema-relevant learning. This region is associated with integrating new information into existing knowledge frameworks.

• Hippocampus: Reduced activity when processing schema-relevant material, suggesting that schemas reduce the need for extensive hippocampal encoding.

• Memory better for inferred B-C pairing if schema-congruent

Self-Explanation

A learning technique where a student explains how new information relates to their existing knowledge, enhancing understanding and recall.

Mnemonic Devices

Memory aids or strategies that facilitate remembering, such as acronyms or visual imagery.

Spacing Effect

The principle that spreading out studying over time leads to better long-term retention than cramming. Cepeda et al. 2006

Retrieval Cues

Stimuli or prompts, such as keywords or images, that assist in the recall of memory.

Elaboration

Actively relating incoming information to your prior knowledge. So, this works partly by (‘deep’) semantic processing. But during elaboration you also create cues for later that connect with your personal knowledge and cognitive context.

Tullis & Finley (2018)

Self-generated cues are better

• match better with your personal cognitive context (thoughts stored
at time of encoding)
• be more diagnostic (unique for the stored information in memory)
→ so, thanks to encoding specificity, you will remember the
material better

Mental Reinstatement

The process of recalling a memory by recreating the context or environment in which it was learned.

MCQs study Thomas et al. (2020)

• Quizzes as a Learning Tool: Regular MCQs promote active retrieval more than study group, which enhances memory and understanding compared to traditional study methods.

• Educational Implications: Incorporating quizzes into teaching strategies can improve both immediate performance and long-term retention in academic settings.

Most effective revision method

• Least useful

– Summarisation (written)

– Imagery for text

– Re-reading

• Moderately useful

– Elaborative interrogation (generating explanations)

– Self-explanation (relate to knowledge)

– Interleaved practice (with other material)

• The most useful

– Testing yourself (the testing effect)

Dunlosky et al., 2013

Episodic to semantic shift Conway et al. (1997)

Tested psychology students immediately after a lecturecourse and in a delayed test

At delayed test, they ‘Knew the Facts’ rather than ‘Remembered the lecture’