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There are three main types of recall: free recall, cued recall and serial recall. Psychologists test these forms of recall as a way to study the memory processes of humans [ 1 ] and animals. [ 2 ] Two main theories of the process of recall are the two-stage theory and the theory of encoding specificity .
For instance the theory of blocking suggests that because practiced words are more easily remembered at test, they may occupy a "response channel" in memory and effectively prevent unpracticed–related words in memory from being remembered. Unpracticed–unrelated words would be less affected by this blocking effect because retrieval of ...
The testing effect (also known as retrieval practice, active recall, practice testing, or test-enhanced learning) [1] [2] [3] suggests long-term memory is increased when part of the learning period is devoted to retrieving information from memory. [4]
The categories were not made apparent in the original list. Participants in the free recall group were asked to write down as many words as they could remember from the list. Participants in the cued recall group were also asked to recall the words, but this group was provided with the names of the categories, "birds", "furniture", and ...
Examples of these tests would be explicit ones like cued recall or implicit tests like word fragment completion. [15] Cue-dependent forgetting is one of five cognitive psychology theories of forgetting. This theory states that a memory is sometimes temporarily forgotten purely because it cannot be retrieved, but the proper cue can bring it to mind.
The standard test involves the recall period starting immediately after the final list item; this can be referred to as immediate free recall (IFR) to distinguish it from delayed free recall (DFR). In delayed free recall, there is a short distraction period between the final list item and the start of the recall period.
For example, during an exam a student is asked who theorized the concept of Psychosexual Development, the student may be able to recall the details about the actual theory but they are unable to retrieve the memory associated with who originally introduced the theory.
In psychology, context-dependent memory is the improved recall of specific episodes or information when the context present at encoding and retrieval are the same. In a simpler manner, "when events are represented in memory, contextual information is stored along with memory targets; the context can therefore cue memories containing that contextual information". [1]