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The Levels of Processing model, created by Fergus I. M. Craik and Robert S. Lockhart in 1972, describes memory recall of stimuli as a function of the depth of mental processing. More analysis produce more elaborate and stronger memory than lower levels of processing. Depth of processing falls on a shallow to deep continuum.
Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure, i.e. first-order logic , and their associated sounds.
Fergus Ian Muirden Craik FRS (born 17 April 1935, Edinburgh, Scotland) is a cognitive psychologist known for his research on levels of processing in memory. This work was done in collaboration with Robert Lockhart at the University of Toronto in 1972 and continued with another collaborative effort with Endel Tulving in 1975.
Semantic processing is the deepest level of processing and it requires the listener to think about the meaning of the cue. Studies on brain imaging have shown that, when semantic processing occurs, there is increased brain activity in the left prefrontal regions of the brain that does not occur during different kinds of processing. One study ...
The level of distinctiveness is determined by the context in which items are studied and/or tested. [20] In a given context, there is an expected level of distinctiveness; in contexts where subjects expect many distinct items, participants give fewer remember responses than when they expect few distinct items. [20]
today's connections game answers for wednesday, december 11, 2024: 1. utopia: paradise, seventh heaven, shangri-la, xanadu 2. things you shake: hairspray, magic 8 ...
Transfer-appropriate processing (TAP) is a type of state-dependent memory specifically showing that memory performance is not only determined by the depth of processing (where associating meaning with information strengthens the memory; see levels-of-processing effect), but by the relationship between how information is initially encoded and how it is later retrieved.
The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits. In Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order than the learning of facts and concepts using lower-order thinking ...