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Alternatives to Multistore Model

Alternatives to Multistore Model. It’s about more than rehearsal. Multistore Model. Multistore Model. Surely, there is more to memory than lists of words n onsense syllables? . Alternatives to Rehearsal. Because we don’t go through life repeating everything we experience….

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Alternatives to Multistore Model

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  1. Alternatives to Multistore Model It’s about more than rehearsal

  2. Multistore Model

  3. Multistore Model Surely, there is more to memory than lists of words nonsense syllables?

  4. Alternatives to Rehearsal • Because we don’t go through life repeating everything we experience…

  5. Levels of Processing • The extent to which information is retained depends on the elaboration, distinctiveness and level of processing of the information. • Often, it’s not the rehearsal which is important but what we do with the information.

  6. Levels of Processing • Craik & Lockhart (1972) • Don’t view memory as a structural phenomenon with long and short term stores. • Instead, view as a process. • Not where the information goes • but what we do with it.

  7. Levels of Processing • Remember the memory experiments e.g. serial position effect? • Tried to give meaning to groups of items • Meaningful (i.e. semantically associated) items were recalled well.

  8. Levels of Processing

  9. Craik and Tulving (1975) • Participants were presented with lists of words via tachistope. • Asked one of four questions: • Yes or No answers:

  10. Craik and Tulving (1975) • Is the word (TABLE/table) in capital letters? • This corresponds to structural processing • (Count the letters)

  11. Craik and Tulving (1975) • Does the word (hate/chicken) rhyme with “wait”? • This corresponds to phonetic processing • (how it sounds)

  12. Craik and Tulving (1975) • Is the word (cheese/steel) a type of food? • This corresponds to semantic processing • (meaning given to the word)

  13. Craik and Tulving (1975) • Would the word (ball/rain) fit in the sentence “He kicked the …. Into the tree”? • This also corresponds to semantic processing • (meaning given to the word)

  14. Craik and Tulving (1975) • Unexpected recognition test (We did free recall) • Predict results?

  15. Elaboration • The more you are allowed to ‘work’ on the process (“Cognitive Effort”) the deeper the processing. High elaboration. • Craik and Tulving: She cooked the …….. • Vs. The great bird swooped down and carried off the ……. • Complex sentence, higher recall of target.

  16. Bransfordet al. (1979) • Distinctiveness: • ‘A mosquito is like a doctor because they both draw blood’ • Vs. • ‘A mosquito is like a racoon because they both have hands, legs and jaws’ • Predict highest recall?

  17. Evaluation • Level of processing • Distinctiveness • Elaboration • All three can occur at once, so which is actually producing the strongest trace? • Can have shallow processing and high elaboration/distinctiveness.

  18. Evaluation • Difficult to define level of processing. • What is deep? Shallow? • Is trace stronger because processing is deep, or is it deep processing because we remember it better?

  19. Application to Learning Environment • Discuss in your groups how knowledge of the model can be applied to help you learn. • How does it inform good note-taking practice? • How effective is highlighting? • Mindmapping?

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