Apr 11, 2017 · When you try to memorize something, increased depth of processing has which effect? equal recall despite decreased brain activity equal recall but slower reaction times increased capacity of short-term memory improved recall after a long delay. You have 40 minutes to study a short article before taking a test on it.
Craik and Tulving (1975) wanted to test whether depth of processing affected how well we remember information. By "depth of processing", we mean, the way in which a person thinks about a piece of information, for example, a shallow level of processing of a word would be to skim over a sentence and to understand the sentence without dwelling on the individual word.
Shallow Processing. Shallow Processing - This takes two forms. 1.Structural processing (appearance) which is when we encode only the physical qualities of something. E.g. the typeface of a word or how the letters look. 2.Phonemic processing – which is when we encode its sound.. Shallow processing only involves maintenance rehearsal (repetition to help us hold something …
Another strategy is chunking, where you organize information into manageable bits or chunks (Bodie, Powers, & Fitch-Hauser, 2006). Chunking is useful when trying to remember information like dates and phone numbers. Instead of trying to remember 5205550467, you remember the number as 520-555-0467.
In 1975, the researchers conducted an experiment in which participants were shown a list of 60 words.
Craik and Tulving found that participants were better able to recall words which had been processed more deeply - that is, processed semantically, supporting depth of processing theory.
Deep processing involves elaboration rehearsal which involves a more meaningful analysis (e.g. images, thinking, associations etc.) of information and leads to better recall. For example, giving words a meaning or linking them with previous knowledge.
This explanation of memory is useful in everyday life because it highlights the way in which elaboration, which requires deeper processing of information, can aid memory . Three examples of this are. • Reworking – putting information in your own words or talking about it with someone else.
These stages were first proposed by Richard Atkinson and Richard Shiffrin (1968). Their model of human memory, called Atkinson-Shiffrin (A-S), is based on the belief that we process memories in the same way that a computer processes information.
Memory is the set of processes used to encode, store, and retrieve information over different periods of time.
Connect new information to old information. Take stock of what you already know—information that’s already stored in long-term memory—and use it as a foundation for learning newer information. It’s easier to remember new information if you can connect it to old information or to a familiar frame of reference.
We get information into our brains through a process called encoding, which is the input of information into the memory system. Once we receive sensory information from the environment, our brains label or code it. We organize the information with other similar information and connect new concepts to existing concepts. Encoding information occurs through both automatic processing and effortful processing.
Stroop discovered a memory phenomenon in the 1930s: you will name a color more easily if it appears printed in that color, which is called the Stroop effect. Try an experiment: name the colors of the words presented in the image below. Do not read the words, but say the color the word is printed in.
This is known as automatic processing, or the encoding of details like time, space, frequency, and the meaning of words. Automatic processing is usually done without any conscious awareness. Recalling the last time you studied for a test is another example of automatic processing.
Short-term memory storage lasts about 20 seconds.
Encoding is the process of getting information into memory. If information or stimuli never gets encoded, it will never be remembered. Encoding requires paying attention to information and linking it to existing knowledge in order to make the new information meaningful and thus easier to remember.
It involves comparing new information with information stored in memory. The recognition process is initiated as a response to a sensory cue. When you see something, you compare it to information stored in your memory.
There are two main methods of retrieving memories: 1 Recognition 2 Recall
Encoding – processing incoming information so it can be entered into memory. Storage – maintaining information in memory for a period of time. Retrieval – accessing or recalling stored information from memory so it can be used.
You must attend to and process that input. Encoding that information occurs through both automatic processing and effortful processing. Automatic processing occurs without any conscious awareness.
Encoding is the first stage of the memory process. Encoding occurs when information is translated into a form that can be processed mentally. Information from the environment is constantly reaching your senses in the forms of stimuli. Encoding allows you to change the stimuli so that you may put it into your memory.
Automatic processing occurs without any conscious awareness. It occurs effortlessly, automatically, without you having to think about it. Examples includes details like time, space, frequency, personal experience, and some motor skills learning. You are always encoding the events of your life.
levels of processing: information that is thought of more deeply becomes more meaningful and thus better committed to memory. memory-enhancing strategy: technique to help make sure information goes from short-term memory to long-term memory. mnemonic device: memory aids that help organize information for encoding.
By the end of this section, you will be able to: 1 Recognize and apply memory-enhancing strategies 2 Recognize and apply effective study techniques
If the information is retained, it goes into long-term memory. Mnemonic devices are memory aids that help us organize information for encoding. They are especially useful when we want to recall larger bits of information such as steps, stages, phases, and parts of a system (Bellezza, 1981).
Some common strategies that can be used in everyday situations include mnemonic devices, rehearsal, self-referencing, and adequate sleep. These same strategies also can help you to study more effectively.
During sleep the brain organizes and consolidates information to be stored in long-term memory (Abel & Bäuml, 2013). Make use of mnemonic devices: As you learned earlier in this chapter, mnemonic devices often help us to remember and recall information. There are different types of mnemonic devices, such as the acronym.
The self-reference effect is the tendency an individual to have better memory for information that relates to oneself than information that is not personally relevant. You can use the self-reference effect to relate the material to something you have already learned for another class, or think how you can apply the concepts to your life. When you do this, you are building a web of retrieval cues that will help you access the material when you want to remember it.
Research suggests that regular aerobic exercise ( anything that gets your heart rate eleva ted) is beneficial for memory (van Praag, 2008). Aerobic exercise promotes neurogenesis: the growth of new brain cells in the hippocampus, an area of the brain known to play a role in memory and learning.
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