Memory Loss In Memory

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One study measured memory capacity through different number of words recalled as well as memory efficiency (through selectivity based on value assigned to different words) in different age groups (Castel et al., 2011). This differs from tests looking at episodic memory (free recall) by examining control of attention can result in encoding high-value information. Age-related differences were found in memory capacity (through number of words recalled). This study used a selectivity task where participants were asked to study and recall items assigned different values. They found that memory peaked in young adulthood (aged 18-23) and started to decline across middle to older adulthood (45 to 96 years) in a near linear relationship. However, …show more content…

However, the context in which information is repeated is important for remembering the information (English & Visser, 2014). For instance, in one study, memory declined for prolonged repetition of items under incidental-learning, whereas when learning was intentional, memory improved (English & Visser, 2014). Capacity of attentional focus is another important consideration for lesson designs, Cowan suggests limiting to four chunks of concepts (Cowan, 2001).

Another method for improving memory is encouraging students to develop their own meaningful mnemonics for word recall(Hill, Allen, & Gregory, 1990). One study looked at enhancing free recall performance in older adults. Researchers examined recall immediately after and 2 days after participants were presented with 19 nouns and given seven minutes to commit them to memory. Participants who generated their own well-articulated mnemonic performed better than those who reported repetition or simple associations. Additionally, researchers have found that despite learning without errors being the normative approach (Cyr & Anderson, 2012; Metcalfe, 2017), trial and error learning compared to errorless learning was associated with better source memory (Cyr & Anderson, 2012; Metcalfe, 2017), this was especially the case in older adults (Cyr & Anderson, 2012). Making errors and receiving subsequent corrective feedback was beneficial for

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