Brunning – Chapter 5

1. Brunning – Chapter 5 Retrieval Processes

2. Encoding Specificity • Tulving & Osler (1968) • Encoding is enhanced when conditions at retrieval match those present at encoding what does this means in terms of the FCAT? Encoding Specificity Conditions Generation Effect: Paraphrasing Material Elaborative Interrogation: Asking the why question Guided Peer Questioning Asking & Answering Questions State Dependent Learning: Affective States =

3. Recognition and Recall • There is a difference between recognition and recall--> preparation is different: • Recognitiondiscriminating itemspick relevant items from distractorsMC tests • Study harder for recall • Becoming familiar what is needed to be learned • Organize material • “Threshold hypothesis”strength of information in memory • A bit of information must have some strength before it can be recognized = recognition threshold • A greater amount of strength is necessary for the information to be recalled = recall threshold • Dual process model of recall = the process of remembering are both the same except that you need more extensive memory search for the recall

4. Reconstruction • Evidence that retrieval is reconstructive memory vs. encoding which is constructive • Key elements are stored in the schemain retrieval those key elements are recall, but with flavor of separate realities • This system is far more demanding of memory spaceonly key elements need to be remembered Recalling Specific Events • Episodic memory = flashbulb memories Relearning • Distributed vs. massed practice

5. Implications for Instruction • Encoding and retrieval are linked • Learning always occurs in a specific context that affects encoding and retrieval • Retrieval is state dependentmood, bodily functions, etc. • Memory is reconstructive • Learning increases when students generate their own context for meaning • Recall and recognition are not the same • Retrieval is fallible • Distributed practice is more efficient than massed practice