Brunning – Chapter 5 - PowerPoint PPT Presentation

Brunning – Chapter 5

Retrieval Processes

• Tulving & Osler (1968)
• Encoding is enhanced when conditions at retrieval match those present at encoding what does this means in terms of the FCAT?

Encoding Specificity Conditions

Generation

Effect:

Paraphrasing

Material

Elaborative

Interrogation:

Asking the

why question

Guided Peer

Questioning

Asking &

Answering

Questions

State

Dependent

Learning:

Affective

States =

• There is a difference between recognition and recall--> preparation is different:
• Recognitiondiscriminating itemspick relevant items from distractorsMC tests
• Study harder for recall
• Becoming familiar what is needed to be learned
• Organize material
• “Threshold hypothesis”strength of information in memory
• A bit of information must have some strength before it can be recognized = recognition threshold
• A greater amount of strength is necessary for the information to be recalled = recall threshold
• Dual process model of recall = the process of remembering are both the same except that you need more extensive memory search for the recall

• Evidence that retrieval is reconstructive memory vs. encoding which is constructive
• Key elements are stored in the schemain retrieval those key elements are recall, but with flavor of separate realities
• This system is far more demanding of memory spaceonly key elements need to be remembered

Recalling Specific Events

• Episodic memory = flashbulb memories

Relearning

• Distributed vs. massed practice

• Encoding and retrieval are linked
• Learning always occurs in a specific context that affects encoding and retrieval
• Retrieval is state dependentmood, bodily functions, etc.
• Memory is reconstructive
• Learning increases when students generate their own context for meaning
• Recall and recognition are not the same
• Retrieval is fallible
• Distributed practice is more efficient than massed practice