Q. How did Bower and Winzenz (1970) demonstrate that forming visual images enhances retrieval?
A. In the study phase of a paired-associate task, they asked some subjects to visualize the words interacting; these people had almost triple the recall rate.
Q. How did Slamecka and Graf (1978) demonstrate the generation effect?
A. In the study phase of a paired-associate task, some subjects were asked to complete word stems in the paired association; they had somewhat better recall than students who just read the pairs. [[slam
Q. How did Bower et al (1969) demonstrate that presenting organized information enhances retrieval?
A. They gave people a list of minerals, some organized into a tree structure reflecting their real ontology, others organized into a random tree structure. The former had 70-100% better recall.
{Self-reference effect}: recall is improved when {information is related to yourself}
Q. How did Rogers et al (1977) demonstrate the self-reference effect?
A. Asked people to answer questions about words, including “does it describe you?” Recall rates for the latter were 2-6x higher than for neutral tasks.
{Encoding specificity principle}: information is better recalled when {retrieval context matches encoding context}. Also known as {context-dependent memory}. (e.g. Godden and Baddeley, 1975)
Q. How did Godden and Baddeley (1975) demonstrate context-dependent memory?
A. Had people study and take a test underwater or on land. Matching conditions performed 35-50% better than non-matching conditions.
{State dependent memory}: information associated with a specific {internal state} (e.g. Eich and Metcalfe, 1989)
Q. How did Eich and Metcalfe (1989) demonstrate state dependent memory?
A. Had people study and take a test after a manipulation intended to make them happy or sad. Matching conditions performed 50-100% better than non-matching conditions.
Transfer-appropriate processing
{Memory consolidation}: the process of {transforming fragile new memories} into a state {more resistant to disruption}
Q. How did Muller and Pilzecker (1900) demonstrate the existence of some kind of memory consolidation process?
A. Presented two lists, either back-to-back, or with 6m spacing, then later tested on the first list. Subjects had ~2x recall when there was spacing.
{Long-term potentiation}: repeated activity causes {strengthened synapses} (Bliss and Lomo, 1973)
{systems consolidation} (in learning): long-term {reorganization of neural circuits} in response to activity
Q. Synaptic consolidation happens on a shorter/longer time scale than systems consolidation
A. shorter
Q. Two main kinds of memory consolidation?
A. Synaptic consolidation and systems consolidation
In the {standard} model of memory consolidation, the {hippocampus} performs {reactivation}: it {replays activity associated with the memory} to {stimulate connections in the cortex}.
Q. What distinguishes the role of the hippocampus in the standard model of memory consolidation vs. the multiple trace model?
A. In the standard model, the hippocampus is involved initially to stimulate connections, but then it stops being involved. In the multiple trace model, it’s involved in episodic memories even when they’re old.
Q. In the multiple trace model of consolidation, the hippocampus remains involved in retrieval of memories over time when the memories are of what type?
A. Episodic
==to continue: COGS 101B - Learning, Memory and Attention - LE A00 - Course Podcasts - UC San Diego==
Bower, G., Clark, M., Lesgold, A., & Winzenz, D. (1969). Hierarchical Retrieval Schemes in Recall of Categorized Word Lists. Journal of Verbal Learning and Verbal Behavior, 8, 323–343. https://doi.org/10.1016/S0022-5371(69)80124-6
Bower, G. H., & Winzenz, D. (1970). Comparison of associative learning strategies. Psychonomic Science, 20(2), 119–120. https://doi.org/10.3758/BF03335632
Eich, E., & Metcalfe, J. (1989). Mood dependent memory for internal versus external events. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(3), 443.
Godden, D. R., & Baddeley, A. D. (1975). Context-dependent memory in two natural environments: On land and underwater. British Journal of Psychology, 66(3), 325–331.
Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16(5), 519–533. https://doi.org/10.1016/S0022-5371(77)80016-9
Rogers, T. B., Kuiper, N. A., & Kirker, W. S. (1977). Self-reference and the encoding of personal information. Journal of Personality and Social Psychology, 35(9), 677.
Slamecka, N. J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning & Memory, 4(6), 592–604. https://doi.org/10.1037/0278-7393.4.6.592