Learning and forgetting

Question 1

IN the MSM, we transfer info from the stm to ltm via rehearsal, what is the issue with this

Answer 1

it is rare to rehearse info to permenantly store it , would be inefficient

Question 2

who purposedlevels of proccessing theory

Answer 2

Craik and Lockhart `1972

Question 3

what does levels of proccessing theory state for learning

Answer 3

The depth at which information is processed affects remembering. Deeper more meaningful processing leads to better long term memoryy than shallow and superficial processing

Question 4

in the levels of proccessing theory what ranges of information is proccessed

Answer 4

shallow : focus on surface level features. E.G graphimic task : decising if a word is upper or lowr case, and a phonemic task : deciding if a word rhyms with another.

Deeper analysis : meaning and semantic associaions. Measured through semantic tasks . This leads to more elaborate long lasting and stronger memories

Question 5

What happened in Craik and Tulving (1975) research for levels of proccessing

Answer 5

compared deep processing and shallow processing . Recognition memory was more than 3 times higher with deep than shallow. Elaboration of processing , cued recall with deep tasks where better. More chance of remembering when retaining sematnically

used shallow graphemic , intermediate phonemic task and deep semantic task

Question 6

What other factors of learning is there

Answer 6

distinctiveness
retrieval demans

Question 7

what is distinctiveness

Answer 7

fact that some memory traces stand out due to being proccessed differently.

The distinctiveness effect / von restorff refers to the finding that differential proccessing produces better memory performance,

Question 8

what does distinctive proccessing occur

Answer 8

during encoding or by facilitating search process during retrieval

Question 9

what does Morris et al (1977) state for retrieval demans

Answer 9

Proccessing is only effective when it matches the demands of the task.. If retrieval requires semantic information , then semantic proccessing at coding will yeild best result, but if But, if retrieval requires phonological information then phonological processing at encoding will yield best results

Question 10

what is the transfer appropriate proccessing theory

Answer 10

LoP effects are a special case of transfer appropriate processing (semantic encoding suits semantic retrieval)

Question 11

what are strengths of lop

Answer 11

effect is a robust phenomenon-Can be replicated every time.

Learning processes have a major impact on LTM. Research moved away from focusing on rehearsal.

Recognised that perception, attention and memory are all closely interconnected

Question 12

what is another strength of LOP

Answer 12

Helped identify elaboration and distinctiveness of processing as factors influencing LTM. Shows that LTM encoding and retrieval in most situations benefit from the processing of semantic information.

Question 13

what are limitations of lop

Answer 13

Hard to assess’depth’ and ‘shallowness’ as they are not clearly defined objectively, and sometimes we cannot determine this until after proccessing.

WE MUST CONSIDER RETRIEVAL

unclear why levels of processing has smaller effects than implicit memory tests despite using ‘deeper’ proccessing.

Question 14

Retrieval as an aid to learning : the testing effect. What is it

Answer 14

-learning through retrieval- refers to that long term memory is enhanced when someone is learning period is devoted to retrieving to be learned information rather than studying it

Question 15

what happens if you have a strong sequence of retriei=ving opportunity

Answer 15

more chance to remembering

Question 16

how can memory benifits be found during testing effects

Answer 16

when an intervening test precedes the final test and under certain conditions an intervening test benefits memory more than intervening study.

Question 17

when is the effect of intervening tests often seen

Answer 17

after longer delays

Question 18

describe Roediger and Karpicke 2006

Answer 18

affect was better after longer delays, and testing is better for the long term not immediate learning

Question 19

provide a summary (4 points for learning through retrieval by the testing effect)

Answer 19

Practising retrieval of information generally produces superior LTM compared with simply restudying information.

Testing effect stronger when effort involved in retrieval during learning is greater.

Testing effect stronger when final test comes at longer delays.

Strong testing effects found in real-life and laboratory conditions (Schwieren et al., 2017).

Question 20

what is the elaborative retrieval hypothesis for learning through retrieval

Answer 20

By retrieving we activate relevant information that become associated with the original memory creating a more elaborative and stronger memory representation.

Question 21

what is the dual memory theory

Answer 21

restudy strengthens original memory traces; testing when accompanied by feedback strengthens original memory traces + creates a second memory trace (Rickard & Pan, 2018).

Question 22

who purposed the saving method

Answer 22

Ebbinghaus , 1885/1913

Question 23

what was the research by Ebbinghaus 1885/1913

Answer 23

Studied forgetting from long-term memory in detail using himself as the only ppt . He learned a list of nonsense syllables lacking meaning and then relearned each list between 21 mins and 31 days later.

Question 24

from this research how would we describe forgetting overtime

Answer 24

logarithmic

Question 25

what was found in the research

Answer 25

Basic method was known as the saving method-the number of trials being reduced during relearning than original learning. Forgetting was more rapid over the first hour than after learning but then slowed considereably Forgetting overtime- decay

Question 26

what is trace decay

Answer 26

forgetting due to gradual loss of the substrate of memory. Forgetting occurs because decay happens within memory traces

Question 27

Describe research into trace decay

Answer 27

Hard et al(2013) a decay process that usually happens during sleep removes many trivial memories that we form everyday. This is particulary active in the hippocampus which is part of the medial temporal lobe which is involved with acquiring new memories.

Question 28

what is repression

Answer 28

part of motivated forgetting

Question 29

what did Fraud claim about repression

Answer 29

claimed that threatening and traumatic memories often cannot gain access to conscious awareness, this reduces anxiety . Previously forgotten memories in childhood often are recovered in adulthood. Recovered memories were often remembered during therapy.

Question 30

what is proactive interference

Answer 30

Disruption of memory by previous learning

Question 31

what is retroactive interference

Answer 31

Retroactive interference-Disruption of memory for previously learned material by other learning (or processing) during retention interval.

Question 32

what are the limitations of interference theory

Answer 32

Most research involves explicit memory: limited knowledge of interference effects in implicit memory Does not directly explain why forgetting decreases over time Limited understanding of relative importance of impaired encoding and impaired retrieval in producing interference effects

Question 33

is forgetting always bad

Answer 33

declutter mentally - remove outdata info and reduce interference can reduce painful memories ppl with hyperamnesia remember find not being able to forget is an issue