memory in context

Question 1

laptops

Answer 1

• laptops may be counterproductive for learning:
• multitasking (Distractions)
• notes taken from laptops were word for word rather than summarising > shallow processing, less likely to give rise to a good memory
• however note-taking is useful in preventing mind-wandering

Question 2

note-taking

Answer 2

• promotes deeper and elaborative encoding of material
• provides external storage of info
• good for studying later on

Question 3

elaboration

Answer 3

actively relating incoming material to existing knowledge

Question 4

elaborative interrogation

Answer 4

making an explanation for why an explicitly stated fact or concept is true

Dunlosky et al - helped people do well on test

Question 5

self-explanation

Answer 5

explaining how knew info is related to info you know, or explain steps taken during problem solving

Question 6

key word pneumonics

Answer 6

using key words and mentals imagery to associate verbal materials

Question 7

schemas in education

Answer 7

A-B pairing
A-C pairing

recognise C, remember what B was and then what A was

• memory for pairing were better if individuals have prior knowledge
• also better if they remembered B picture during A-C learning

Question 8

self-generated cues

Answer 8

• create cues that connect with your personal knowledge and cognitive context
• more likely to overlap with your personal cognitive context

Question 9

the testing effect

Answer 9

testing/trying to retrieve information make you more likely to remember it than just studying it

10% forgetting instead of 52%

Question 10

Thomas et al

quizzing vs studying

Answer 10

• those who were quizzed throughout did better than those who just studied for Both MCQ and SAQ
• SUPPORTS IDEA THAT TESTING AIDS CONCEPT DEVELOPMENT AND GENERALISATION FROM LEARNING EPISODE (SEMANTIC) AS WELL AS MEMORY FOR INSTANCES (EPISODIC)

Question 11

Evidence based revision at university

Answer 11

least useful:
summarisation
imagery for text
re-reading

moderately useful:
elaborative interrogation (generating explanations)
self explanation (Relating to knowledge)
interleaved practice (with other material)

the most useful:
testing yourself

Question 12

MORE RESEARCH NEEDED FOR WHAT WORKS OVER LONGER PERIODS OF TIME

Answer 12

MORE RESEARCH NEEDED FOR WHAT WORKS OVER LONGER PERIODS OF TIME

Question 13

semantic elaboration

Answer 13

item can be retrieved with a different semantically related cue

Question 14

context theory

Answer 14

an initial harder memory test has more benefit, bc each time you reinstate the context - more cues can trigger recall

Question 15

feedback

Answer 15

so that we are remembering/learning the correct things - not misinformation