PSYC2013 Lecture Notes - Lecture 3: Explicit Memory, Free Recall, Encoding Specificity Principle
27 Dec 2018
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Document Summary
Early memory research dominated by laboratory studies of explicit, declarative (episodic) memory: free recall and recognition. Memory is better for material that is semantically encoded. Better memory when material is elaborated at encoding. Better memory for material that is self-relevant. Recognition (nearly always) better than recall. Recall task does not provide any (explicit) cue. Recognition task does not provide a cue (the studied item) which can activate ( prime ) memory. Long term memory is typically much better when much of the learning period is devoted to retrieval practice rather than study. This testing effect is greater when it is hard to retrieve the to-be-remembered information. Testing can be less effective than studying in enhancing long-term memory when it limits the types of information processed. Memory network can also be primed by the study context. Participants learned words either on lad or 20ft underwater and were asked to later recall the words on land or underwater.
