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Studies have shown that an effective tool to increase encoding during the process of learning is to create and take practice tests. Using retrieval in order to enhance performance is called the testing effect, as it actively involves creating and recreating the material that one is intending to learn and increases one’s exposure to it.
Elaborative encoding is a mnemonic system that uses some form of elaboration, such as an emotional cue, to assist in the retention of memories and knowledge. [1] In this system one attaches an additional piece of information to a memory task which makes it easier to recall.
Thus, encoding/decoding is the translation needed for a message to be easily understood. When you decode a message, you extract the meaning of that message in ways to simplify it. Decoding has both verbal and non-verbal forms of communication: Decoding behavior without using words, such as displays of non-verbal communication.
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.
In information theory, data compression, source coding, [1] or bit-rate reduction is the process of encoding information using fewer bits than the original representation. [2] Any particular compression is either lossy or lossless. Lossless compression reduces bits by identifying and eliminating statistical redundancy. No information is lost in ...
The elaborative retrieval account suggests that the encoding of semantic cues through testing is responsible for the forward testing effect. This account is the most frequently cited when referring to the forward testing effect as several studies have supported the concept of semantic cues as a tool to aid memory recall. [ 11 ]
It is generally applied to encoding the key ideas of a subject. Two approaches are: Link the key ideas of a subject and then deep-learn those key ideas in relation to each other, and; Think through the key ideas of a subject in depth, re-arrange the ideas in relation to an argument, then link the ideas to loci in good order.
But there are also many non-verbal communication skills, like the encoding skills of drawing and gesturing. [8] [36] Berlo sees thought or reasoning as an additional communication skill relevant both to encoding and decoding. [37] The communication skills required for successful communication are different for source and receiver.