recognition—
identifying items previously learned. A multiple-choice question tests your recognition.
recall—
retrieving information that is not currently in your conscious awareness but that was learned at an earlier time. A fill-in-the-blank question tests your recall.
relearning—
learning something more quickly when you learn it a second or later time. When you review the first weeks of course work to prepare for your final exam, or engage a language used in early childhood, it will be easier to relearn the material than when you first learned it.
encode—.
get information into our brain
store—
retain that information.
retrieve—
later get the information back out.
We first record to-be-remembered information as a fleeting X memory. From there, we process information into X memory, where we encode it through rehearsal. Finally, information moves into X memory for later retrieval.
sensory, short-term, long-term
working memory
where our brain makes sense of new experiences and links them with our long-term memories.This “system for holding information in mind and working on it” (Oberauer et al., 2018) also functions in the opposite direction, by retrieving and processing previously stored information.
explicit (declarative) memories—
the facts and experiences that we can consciously know and “declare.”
implicit memories.
(nondeclarative, include procedural memory and association
we can store about X pieces of information (give or take two) in short-term memory
seven
Chunking
Improving working memory by organizing it into meaningful patterns
Shallow processing
Basic details
Deep processing
meaning
we recall not the literal text but what we
encoded.
self-reference effect
We remember things that refer to ourselves well (individualist cultures)
