Memory Retrieval Research Paper

Memory is a set of cognitive processes that allow us to remember past information (retrospective memory) and future obligations (prospective memory) so we can navigate our lives. The strength of our memory can be influenced by the connections we make through different cognitive faculties as well as by the amount of time we spend devoting to learning specific material across different points in time. New memories are created every time we remember specific event, which results in retrospective memories changing over time. Memory recall can be affected retrospectively such as seeing increased recall in the presence of contextual cues or false recall of information following leading questions. Memory also includes the process

Memory is a capacity that humans rely upon to relate to different events, experiences, conditions, and people. It is a vitally important process and system whereby the brain receives information from (external or internal) stimuli, stores it (encoding), and makes it available on a future occasion (retrieval). It provides continuity to people’s experiences across different periods of time.

I think this article was a good for me. A lot of people, including myself don’t really know about how the memory works. Memory is a great emphasis on the ability to recall the information for a period of time (Ormrod 63). Everyone has different ways of learning, but when it comes to memorizing something

Tran suggests that ‘testing is undoubtedly a useful technique for promoting information acquisition’ (Tran, 2015, p.140). Self testing was a vital part of Trans experiment, the participants in the experiment studied and reviewed information by rereading or taking a test, the testing option produced the better results in the participants. The effectiveness of testing as suggested by Tran has been found in the classroom, if the review of subjects was done in a testing method rather than in a restudying of the same topic the students attained better results and had better memory retrieval process (Tran, 2015).Although Tran does support the effectiveness of self testing as a way of improving memory recall when studying, he also suggests that there is still questions as to when and how it does and does not in fact facilitate learning (Tran, 2015).Therefore, Tran is in agreement with Ariel and Karpicke that the practice of self testing is effective on students studying for the PSYC101 final exam, as it does enhance the memory recall process, and does produce better results in the results of the

More recent research has shown that testing is not just a passive tool for assessing one’s knowledge, but it is actually one of the best tools for studying and remembering for the long-term. Karpicke and Roediger (2008) gave groups of college students a list of 40 Swahili-English word pairs, asked them to study it for a set time and then tested them on the list over a total of four consecutive study-test trials. Group 1 repeatedly studied and was also repeatedly tested over the whole list. In the other three groups, once a student had correctly recognized a Swahili word and recalled its English translation, it was either: repeatedly studied but dropped from further testing (Group 2), repeatedly tested but dropped from further studying (Group 3) or dropped from further studying and testing (Group 4). The results? Both group 1 and group 3 had the highest recall. Repeated studying had no effect on the student’s ability to recall the information on a final test, given one week later. Only repeated testing embedded the information in the memory, enabling the students to recall it later. Another interesting aspect of this study is that the participants were asked, “How many words do you think you will recall in one week?” Students in all conditions believed they would recall approximately 50% of the words. Students exposed to the most testing grossly underestimated their ability to recall the words while

On the same line, Miller’s “The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information” (1956) investigated the limited amount of information that can be held in short-term memory and found that it can hold about seven items (plus or minus two) at a time, however, by organizing information into a sequence of chunks, people are able to “stretch” the amount one can retain in short-term memory. This suggests that specific mnemonics may enhance recall. Furthermore, this supports the idea of subjective organization improving recall by Tulving because participants performed better when using

It is possible to increase your ability to retain and recall information so that it is easier for you to think of the right answer during your test.

Various memory retention techniques have been identified throughout the centuries. Several sources have explained why these techniques should be used and of their effectiveness. More recently, a 2009 report was released by Association for Psychological Science, where learning techniques were analyzed and their effectiveness explained. Some of the techniques from this report will be mentioned, but the focus is more on how each that are presented relate to my own personal experience towards.

Throughout the article, Tulving examines two different kinds of human memory retrieval processes, one being episodic retrieval and the other being semantic retrieval. The central thesis that is proposed in this article is that episodic and semantic memory systems are similar, as they:

Throughout this research article “Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention” by Henry L. Roediger, III, and Jeffrey D. Karpicke, they created a study that investigated the improvement of long-term memory through the practice of memory exams. These researchers conducted two experiments that helped determine whether restudying the material effects the enhancing of long-term memory. To determine this case, researchers used similar test effects from regular general educational test. These tests revolved around essay tests, multiple choice, and short answers. In experiment one, the participants had the option to either take the test on the material or study it again before taking a retention test. In the retention tests the participants will study the material multiple times before taking the exam within 5 minutes, one week, or one week later. In experiment two, the participants would be observed closely based on the number of study sessions. Afterward, they would take the exam once or multiple times depending on the amount of studying they have done.

Delayed free recall experiments consists of subjects being given a rundown with words or images following the test of remembering the most words possible afterwards. In the middle of these two stages, there is a short postponement or interlude, which contrarily impacts the measure of words that can be recalled. (11)

The testing effect, or later retention that occurs because of an initial test, was questioned at one point in time. Could the testing effect merely be showing the benefits that come along with re-exposure to study materials? Roediger & Karpicke (2006) designed a study that would rule out the possibility that the benefit of testing was merely due to the re-exposure to study materials and also replicate the testing effect under educationally relevant conditions by using educationally relevant materials. The results showed that initial testing produced better final recall than additional studying. This proved that the testing effect IS NOT just a result of students being re-exposed to material, as students who restudied and re-experienced 100% of the material produced poor long-term retention in comparison to those who were

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).

Using the retrieval-practice paradigm (Anderson, R. A. Bjork, & E. L. Bjork, 1994), it was tested whether or not retrieval-induced forgetting could be found in item recognition test in terms of RT and accuracy. In this experiment retrieval practice on items from semantic categories depressed recognition of non-practiced items from the same categories reflected in terms of RT and accuracy. Also the results are consistent with the hypothesis that the accuracy in recognition of rp+ (Practiced items from practice categories) items will be highest followed by nrp (Unpracticed items for the unpracticed categories) items and lowest for rp- (Unpracticed items from the practiced categories) items. The reaction time in recognition task will be lowest for rp+ item followed by nrp items and highest for rp- items.

This is based off the principle of encoding specificity, which states that, if you want to optimize memory, then the conditions surrounding encoding (e.g., where you are when you study, how tired you are when you study, etc.) should be the same as those surrounding retrieval (e.g., where you are when you're tested, how tired you are when you're tested, etc.). This is because the conditions themselves serve as reminders. (Have you ever walked into the kitchen for something, forgotten why you were there, and as soon as you return to the other room you suddenly remember why you went to the kitchen?) This includes your environment and your physiology, serving as reminders. Think about noise level, size of room, lighting, types of furniture, mood, intoxication, sitting position, and even the way you work with the material (remember G and A). Studies show that learning while drunk is best remembered while drunk again. Learning after exercising, also best remembered after exercising. The alternative to this is that you should study under MANY different conditions. This way, the information comes easily to you regardless of your surrounding conditions. Otherwise, the information will unfortunately be associated with the specific circumstances you studied under and will be difficult to remember in any other situation. If you want to remember this stuff outside of being tested in class, STUDY UNDER MANY CONDITIONS. Study in a noisy place AND a quiet place, with and