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11 Cards in this Set
- Front
- Back
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Simply presenting information again and again won't make you learn it. Call numbers constantly repeated on radio 1 - only 17% of listeners could recall them |
Bekerian and Baddeley (1980) |
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A missense paragraph is difficult to remember, but if a sketch is given which makes the paragraph more coherent, information is better encoded. |
Bransford and Johnson (1972) |
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Words are better remembered when the semantic meaning of the words is considered rather than structural or phonemic |
Craik and Lockhardt (1972) |
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FMRI study has shown that there is greater activation in the medial temporal lobes when meaning is considered rather than superficial arrangement of letters. |
Davachi et al. (2003) |
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Items are not remembered as well when the encoding and testing formats differ (encoding specificity principle) |
Kohler et al. (2000) |
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Environmental match > mismatch. Participants perform better if they learn underwater and are tested underwater rather than on land |
Godden and Baddeley (1975) |
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Found no context dependent effects on final exam performance of students who took test in same or different classroom to which they had been taught in. |
Saufley (1985) |
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State dependent memory example - memory is better if drunk when studying and drunk in test |
Goodwin (1969) |
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Sleep is important for memory consolidation. Found that a nap can improve memory task for declarative memory |
Tucker et al. (2006) |
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Sometimes memories are available but not accessible. Found that some items are remembered upon second testing which weren't recalled in the first |
Tulving and Pearlstone (1966) |
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Long lasting memories may be better recalled when cues are given e.g. names are better recognised from list of old high school class mates rather than having to recall them yourself |
Bahrick (1975) |
