encoding specificity - I’m taking my test The more it...

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Anthony Wilbur Professor Wiseman Cognitive Psychology March 13, 2007 Basic Q3.) Whether strong cues or weak cues are better really depends on how you have to retrieve the memory. It was shown in the Morris et al. study that rhyming at encoding showed better memory than semantic learning or meaning at encoding because the memory test dealt with rhyming. This shows the concept of transfer-appropriate processing where memory is much better when the type of encoding is the same as the type of retrieval for the memory test. So, it depends on the type of retrieval: on a test or in life, semantic learning might be better, but in certain tasks, an easier encoding task like rhyming might serve more important. Discussion Q1.) One thing I would attempt to do to study effectively based on encoding specificity is to try to conform my study surroundings as best as possible to the classroom
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Unformatted text preview: I’m taking my test. The more it feels like the actual classroom, the better retrieval will be when the test rolls around. Also, with transfer-appropriate processing, I would study the information much like it would be presented on the test. If there are multiple choice, matching, and essays, I would make sure to study in all three formats to better prepare for any question on the test. To go along with this, memorizing definitions is very important because it can apply to all three forms of questions listed above. With similar processing at encoding and retrieval, there will be much more retrieval success. Lastly, in order to study effectively based on encoding specificity, I would organize all my notes very well in order to clearly understand and encode the information, making it easier to bring it back into my mind during retrieval....
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