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The test format doesn't seem to impact the results as it is the process of retrieval that aids the learning [79] but transfer-appropriate processing suggests that if the encoding of information is through a format similar to the retrieval format then the test results are likely to be higher, with a mismatch causing lower results. [80]
[4] [12] The retrieval-practice phase splits items into three different types that are of interest during the final test, and are often denoted using the following notation: [4] Diagram describing dependent variables and hypothetical average recall at final test in the retrieval practice paradigm for different item types.
The group using the techniques immediately performed better than the other group and when taking a pre-test and post-test the results indicated that the group using the techniques improved while the other group did not. [64] The Method of Loci (MOL) refers to an individual visualizing a spatial environment to improve later recall of information.
A cued recall test is a procedure for testing memory in which a participant is presented with cues, such as words or phrases, to aid recall of previously experienced stimuli. [1]: 182 Endel Tulving and Zena Pearlstone (1966) conducted an experiment in which they presented participants with a list of words to be remembered. The words were from ...
The opposite, massed practice, consists of fewer, longer training sessions and is generally a less effective method of learning. For example, when studying for an exam, dispersing your studying more frequently over a larger period of time will result in more effective learning than intense study the night before. [citation needed]
The encoding specificity principle is the general principle that matching the encoding contexts of information at recall assists in the retrieval of episodic memories.It provides a framework for understanding how the conditions present while encoding information relate to memory and recall of that information.
The free recall does not use item pairs. Instead, participants study a list of items and then recall that list in the order that they retrieve the items from memory. In these experiments the data is drawn from the order in which items are recalled and the inter-response times. This data is used to develop models of memory storage and retrieval.
Types of Long-term Memory. Long-term memory is the site for which information such as facts, physical skills and abilities, procedures and semantic material are stored. Long-term memory is important for the retention of learned information, allowing for a genuine understanding and meaning of ideas and concepts. [6]