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The theory of encoding specificity finds similarities between the process of recognition and that of recall. The encoding specificity principle states that memory utilizes information from the memory trace, or the situation in which it was learned, and from the environment in which it is retrieved. In other words, memory is improved when ...
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 most common aspect of retrieval cues associated with reconstructive memory is the process that involves recollection. This process uses logical structures, partial memories, narratives, or clues to retrieve the desired memory. [29] However, the process of recollection is not always successful due to cue-dependent forgetting and priming.
Typical level-of-processing theory would predict that picture encodings would create deeper processing than lexical encoding. "Memory over the short term and the long term has been thought to differ in many ways in terms of capacity, the underlying neural substrates, and the types of processes that support performance."
Visual encoding is the process of converting images and visual sensory information to memory stored in the brain. This means that people can convert the new information that they stored into mental pictures (Harrison, C., Semin, A.,(2009).
Recall refers to the re-accessing of previously learned information held in long-term memory stores. During this process, the brain relays a specific pattern of neural activity that echoes the original perception of that event. [12] Regular recalling of stored information helps to improve memory retention.
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 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]