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Transfer-appropriate Processing
Transfer-appropriate processing (TAP) is a type of state-dependent memory specifically showing that memory performance is not only determined by the depth of processing (where associating meaning with information strengthens the memory; see levels-of-processing effect), but by the relationship between how information is initially encoded and how it is later retrieved. Further explanation Memory will be best when the processes engaged in during encoding match those engaged in during retrieval. Transfer-appropriate processing (TAP) argues that to have memory successfully recalled there needs to be a successful encoding process. There has been an argument among cognitive psychologists that suggests that the encoding process and retrieval processes are substantially similar. In an experiment that tested TAP researchers found this argument to be true. They found that successful memory retrieval backs up the encoding process, which therefore has a similar effect on both the retrieval ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
State-dependent Memory
State-dependent memory or state-dependent learning is the phenomenon where people remember more information if their physical or mental state is the same at time of encoding and time of recall. State-dependent memory is heavily researched in regards to its employment both in regards to synthetic states of consciousness (such as under the effects of psychoactive drugs) as well as organic states of consciousness such as mood. While state-dependent memory may seem rather similar to context-dependent memory, context-dependent memory involves an individual's external environment and conditions (such as the room used for study and to take the test) while state-dependent memory applies to the individual's internal conditions (such as use of substances or mood). History of research In 1784, a French aristocrat named Marquis de Puységur, realized that when people were put in a hypnotic state then awoken, they had no recollection of what they were told. However, when they were put back u ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Memory
Memory is the faculty of the mind by which data or information is encoded, stored, and retrieved when needed. It is the retention of information over time for the purpose of influencing future action. If past events could not be remembered, it would be impossible for language, relationships, or personal identity to develop. Memory loss is usually described as forgetfulness or amnesia. Memory is often understood as an informational processing system with explicit and implicit functioning that is made up of a sensory processor, short-term (or working) memory, and long-term memory. This can be related to the neuron. The sensory processor allows information from the outside world to be sensed in the form of chemical and physical stimuli and attended to various levels of focus and intent. Working memory serves as an encoding and retrieval processor. Information in the form of stimuli is encoded in accordance with explicit or implicit functions by the working memory processor. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Levels-of-processing Effect
The Levels of Processing model, created by Fergus I. M. Craik and Robert S. Lockhart in 1972, describes memory recall of stimuli as a function of the depth of mental processing. Deeper levels of analysis produce more elaborate, longer-lasting, and stronger memory traces than shallow levels of analysis. Depth of processing falls on a shallow to deep continuum. Shallow processing (e.g., processing based on phonemic and orthographic components) leads to a fragile memory trace that is susceptible to rapid decay. Conversely, deep processing (e.g., semantic processing) results in a more durable memory trace. This theory contradicts the multi-store Atkinson-Shiffrin memory model which represents memory strength as being continuously variable, the assumption being that rehearsal always improves long-term memory. They argued that rehearsal that consists simply of repeating previous analyses (maintenance rehearsal) doesn't enhance long-term memory. In a study from 1975 (Craik and Tulvi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Encoding (memory)
Memory has the ability to encode, store and recall information. Memories give an organism the capability to learn and adapt from previous experiences as well as build relationships. Encoding allows a perceived item of use or interest to be converted into a construct that can be stored within the brain and recalled later from long-term memory. Working memory stores information for immediate use or manipulation which is aided through hooking onto previously archived items already present in the long-term memory of an individual. History Encoding is still relatively new and unexplored but origins of encoding date back to age old philosophers such as Aristotle and Plato. A major figure in the history of encoding is Hermann Ebbinghaus (1850–1909). Ebbinghaus was a pioneer in the field of memory research. Using himself as a subject he studied how we learn and forget information by repeating a list of nonsense syllables to the rhythm of a metronome until they were committed to his m ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Recollection
Recall in memory refers to the mental process of retrieval of information from the past. Along with encoding and storage, it is one of the three core processes of memory. There are three main types of recall: free recall, cued recall and serial recall. Psychologists test these forms of recall as a way to study the memory processes of humansrecall. (2010). In Encyclopædia Britannica. Retrieved March 04, 2010, from Encyclopædia Britannica Online: http://www.britannica.com/EBchecked/topic/493353/recal/ref> and animals. Two main theories of the process of recall are the two-stage theory and the theory of Encoding specificity principle, encoding specificity. Theories Two-stage theory The ''two-stage theory'' states that the process of recall begins with a search and retrieval process, and then a decision or recognition process where the correct information is chosen from what has been retrieved. In this theory, recognition only involves the latter of these two stages, or processes, ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Recall (memory)
Recall in memory refers to the mental process of retrieval of information from the past. Along with encoding and storage, it is one of the three core processes of memory. There are three main types of recall: free recall, cued recall and serial recall. Psychologists test these forms of recall as a way to study the memory processes of humansrecall. (2010). In Encyclopædia Britannica. Retrieved March 04, 2010, from Encyclopædia Britannica Online: http://www.britannica.com/EBchecked/topic/493353/recal/ref> and animals. Two main theories of the process of recall are the two-stage theory and the theory of Encoding specificity principle, encoding specificity. Theories Two-stage theory The ''two-stage theory'' states that the process of recall begins with a search and retrieval process, and then a decision or recognition process where the correct information is chosen from what has been retrieved. In this theory, recognition only involves the latter of these two stages, or processes, ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Semantic Memory
Semantic memory refers to general world knowledge that humans have accumulated throughout their lives. This general knowledge (word meanings, concepts, facts, and ideas) is intertwined in experience and dependent on culture. We can learn about new concepts by applying our knowledge learned from things in the past. Semantic memory is distinct from episodic memory, which is our memory of experiences and specific events that occur during our lives, from which we can recreate at any given point. For instance, semantic memory might contain information about what a cat is, whereas episodic memory might contain a specific memory of petting a particular cat. Semantic memory and episodic memory are both types of explicit memory (or declarative memory), that is, memory of facts or events that can be consciously recalled and "declared". The counterpart to declarative or explicit memory is nondeclarative memory or implicit memory. History The idea of semantic memory was first intro ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.Snowman, Jack (1997). Educational Psychology: What Do We Teach, What Should We Teach?. "Educational Psychology", 9, 151-169 Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
