07 100 Years of Word List Studies

07 100 Years of Word List Studies - More than 100 Years of...

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More than 100 Years of Word List Studies Organization Meaningfulness Imagery Encoding Specificity Recall vs. Recognition Interference Working Memory
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Ebbinghaus Late 1800s First scientific memory research Nonsense syllables (CVCs) Learning the list in order Relearning the list % Savings or % retained Forgetting Curves
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Forgetting Curves Percentage Retained Time Since Learning 0 % 100 % Immediate Long Time
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Decreasing the Rate of Forgetting Overlearning Studying past the point of complete knowledge Distributed vs. Massed practice Massed – all studying at one time Distributed – same amount, spread out Equal at start of curve, slower forgetting rate for distributed
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Organization Organization aids memory In the To-Be-Remembered Material Ebbinghaus – nonsense syllables vs. meaningful order An example In the Learner Individuals who use consistent order, recall more over time
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Meaningfulness Levels of Processing Deep processing, that leads to more knowledge being activated during encoding, leads to better retention Intentional vs. Incidental Encoding Varied encoding Shallow encoding (letters, case) Moderate depth encoding (rhyme) Deep encoding (semantic)
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Paired Associates Task New memory task Read pairs of word Memory test Give first word of pair You write down the second Try it?
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This note was uploaded on 06/10/2008 for the course PSYCH 210 taught by Professor Hyman during the Spring '08 term at Western Washington.

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07 100 Years of Word List Studies - More than 100 Years of...

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