L8 - Making it Stick

Question 1

What are the ten principles of learning?

Answer 1

1. Rate of learning
2. Distributed practice
3. Simple repetition
4. Importance of testing and feedback
5. Motivation
6. Arousal
7. Meaningfulness
8. Dual recording
9. Studying with a friend
10. Levels of processing

Question 2

What is rate of learning?

Answer 2

Time spent influences retention rates

Question 3

What is distributed practice?

Answer 3

Rehearsing little and often is better than cramming

Question 4

What is simple repetition?

Answer 4

Low level, mechanical recycling of information (e.g. browsing through slides)

Question 5

What is another term for simple repetition?

Answer 5

rote learning/type 1/maintenance rehearsal

Question 6

Explain the importance of testing and feedback.

Answer 6

Memory will be better if you come up with the answer yourself, and therefore testing of information is vital. Feedback reduces repetition of errors.

Question 7

What is the generation effect?

Answer 7

Better memory if you ‘generate’ the answer yourself.

Question 8

What is motivation in relation to learning?

Answer 8

Motivation affects time and attention spent on learning, but does not directly affect recall. (indirectly affects recall - more time spent increases recall ability).

Question 9

What is arousal in relation to learning?

Answer 9

There is an optimal level of arousal for memory to work best.

If testing is immediate, learning in the morning is better. If testing is after a delay, afternoon learning is better.

Question 10

What is the Yerkes-Dodson law?

Answer 10

There is an optimal level of arousal for memory to work best.

Question 11

What is meaningfulness in relation to learning principles?

Answer 11

The more meaningful, the easier it is to learn.

Question 12

What is the organisation principle?

Answer 12

Memory is a function of how items/events are related to each other.

Question 13

What is dual recording?

Answer 13

More than one type of code aids learning. (e.g. not just all text on lecture slides)

Question 14

Explain how studying with a friend aids learning.

Answer 14

Explanations force more active role in revision.

Also new insights, connections between ideas and retrieval paths can develop, leading to better recall.

Question 15

What are levels of processing?

Answer 15

Amount of information in long term memory depends how deeply it is processed during learning. More shallow processing leads to the creation of more fragile and simple memory traces, which are more fragile.

Question 16

What is the elaboration principle?

Answer 16

The more you can connect with existing knowledge, the better your memory. The more you can expand (elaborate) on what you know, the better your memory for it.

Question 17

Is there more emphasis on memory processes or structures of memory?

Answer 17

Memory processes

Question 18

Levels of processing theory applies to which type of memory more?

Answer 18

Explicit memory

Question 19

How can retrieval be thought as?

Answer 19

Going from one cue to the next until the target memory is found.
A process of spreading activation

Question 20

What is context-dependent memory?

Answer 20

Better memory when more accidental features match between encoding and retrieval.

Question 21

What are the types of features that can affect context-dependent memory?

Answer 21

• External/environmental
• State-dependent (physiological)
• Mood-dependent
• Cognitive state-dependent

Question 22

What is cue-dependent forgetting?

Answer 22

The information is there but cannot be accessed

Question 23

What are some of the accidental features that can match between encoding and retrieval, which can lead to better memory?

Answer 23

• External/environmental
• State-dependent (physiological)
• Mood-dependent
• Cognitive state-dependent

Question 24

Who provided evidence to show that external/environmental factors can affect memory - and how?

Answer 24

Godden & Baddeley (1975) - memory was better when retrieval occurs in the same place material was encoded - land or underwater.

Question 25

Who provided evidence to show that state-dependent factors can affect memory - and how?

Answer 25

Goodwin et al (1969) - found that it was better for participants to be intoxicated during retrieval if they were intoxicated during encoding.

Question 26

Who provided evidence to show that mood-dependent factors can affect memory - and how?

Answer 26

Kenealy (1997) and Eich et al (1994) - memory for happy words will be retrieved more effectively if you are in a happy mood at the encoding stage

Question 27

Who provided evidence to show that cognitive context-dependent factors can affect memory - and how?

Answer 27

Marian & Fausey (2006) - bilinguals were better at remembering information if it was tested in the same language that it was encoded in.

Question 28

What are cognitive context-dependent factors?

Answer 28

Internal contexts including ideas, thoughts, etc one has during encoding.

Question 29

What are mood-dependent factors?

Answer 29

Memory for emotionally positive or negative material.

Question 30

What did Karpick and Roediger (2012) find?

Answer 30

Testing of material leads to far higher recall rates than learning without testing.

Question 31

What did Craik and Watkins (1973) find?

Answer 31

Time that information spends in working memory does not really affect recall - rote learning does not really aid learning.

Question 32

What did Craik and Tulving (1975) find?

Answer 32

Evidence for levels of processing. Recall of semantic words much better than for orthographic words (because it required deeper, more meaningful processing).