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Maintenance rehearsal is viewed in educational psychology as an ineffective way of getting information to the long-term memory. Another type of rehearsal is elaborative rehearsal. This entails connecting new material learned, with already existing long term memories. In this type of rehearsal repetitive tactics are not successful.
Decades of research on memory and recall have produced many different theories and findings on the spacing effect. In a study conducted by Cepeda et al. (2006) participants who used spaced practice on memory tasks outperformed those using massed practice in 259 out of 271 cases.
Elaborative rehearsal is a type of memory rehearsal that is useful in transferring information into long-term memory. This type of rehearsal is effective because it involves thinking about the meaning of the information and connecting it to other information already stored in memory. It goes much deeper than maintenance rehearsal. [1]
Distributed practice (also known as spaced repetition, the spacing effect, or spaced practice) is a learning strategy, where practice is broken up into a number of short sessions over a longer period of time.
To study more complex systems such as motor learning, object recognition, short term memory and working memory, often primates such as the macaque monkey are used because of their large brains and more sophisticated intelligence. [33] Small rodents can be used to study aversive conditioning and emotional memory, and contextual/spatial memory. [34]
Reproducibility, closely related to replicability and repeatability, is a major principle underpinning the scientific method.For the findings of a study to be reproducible means that results obtained by an experiment or an observational study or in a statistical analysis of a data set should be achieved again with a high degree of reliability when the study is replicated.
In fact, witnesses to violent or traumatic crimes often self-report the memory as being particularly vivid. For this reason, eyewitness memory is often listed as an example of flashbulb memory. However, in a study by Clifford and Scott (1978), participants were shown either a film of a violent crime or a film of a non-violent crime.
In a cross-sectional study, it was found that the confidence people have in the accuracy of their memory remains relatively constant across age groups, [44] despite the memory impairment that occurs in other forms of memory in the elderly. This is likely the reason why the tip-of-the-tongue phenomenon becomes more common with age. [45]