The concept of memory retrieval, its importance, and its components are introduced.
2.6-1: Explain how external cues, internal emotions, and order of appearance influence memory retrieval.
2.6-2: Explain how retrieval practice strategies, such as the testing effect, interleaving, and metacognition, support memory retrieval.
Memory retrieval is the last part of memory processing following encoding and storage.
Components of retrieval include:
Recall: Ability to produce previously learned information.
Recognition: Ability to identify previously learned items.
For memories to be accessed, they must move from long-term memory to working memory.
Analogy: Finding a file in a cabinet and placing it on the desk represents moving memories into working memory for processing.
Memories are stored in a semantic network with associations/connections.
Information is often associated with:
Surroundings
Emotions
Context (e.g., seating position)
Retrieval cues are the associations that help retrieve memories more effectively.
The more cues linked to a memory, the easier it is to retrieve the memory.
Associations involving senses (sight, sound, smell, taste) are particularly effective.
A smell, like cookies while walking, can trigger memories of baking with a relative.
Memory retrieval is essential for:
Retrospective Memory: Accessing past experiences and important facts to learn and grow.
Prospective Memory: Remembering intentions (e.g., buying medicine, completing homework).
Effective retrieval cues can enhance memory association with the environment/senses.
Priming: Activation of associations without conscious awareness, referred to as the "wakening of associations" by philosopher-psychologist William James.
Seeing or hearing 'rabbit' influences spelling 'hair/hare' without conscious recollection of 'rabbit'.
Described as "memoryless memory" where unconscious memories affect behavior (e.g., viewing horror leads to feeling of unease due to hidden memories).
Priming affects behavior modifications, such as reduced helpfulness when presented with money-related stimuli.
Quickfire Questions:
Snow color, cloud color, what cows drink.
Simple math (2 + 2, 4 + 4, etc.) and naming vegetables.
Spelling 'S-T-O-P' repeatedly followed by a question about green lights.
Recall is easier in the same context/environment as learned material, providing memory cues.
Encoding Specificity Principle: Effective retrieval when context cues match the memory context.
Example: Smelling grandma's perfume triggers memories of time spent with her.
Memory is recalled better in the same emotional, physical, or mental state as during the original experience.
Example: Forgetting where money was hidden while sober but recalling when intoxicated.
Mood Congruent: Recalling experiences consistent with current mood (e.g., negative emotions leading to recalling past negative events).
Tendency to recall items from the start (primacy effect) and end (recency effect) of a list better than those in the middle.
Primacy Effect: Early items reinforced through rehearsal, transitioning to long-term memory.
Recency Effect: Recent items remain in working memory, easily recalled.
Strategies to improve memory retrieval include:
Metacognition: Self-assessing knowledge and identifying learning areas.
Testing Effect: Self-testing improves retention better than rereading.
Interleaving: Mixing subjects to enhance retention, preventing overconfidence.
Reflect and write about a personal experience where memory retrieval was crucial.