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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]
A list of 'effects' that have been noticed in the field of psychology. [clarification needed] Ambiguity effect; ... This page was last edited on 1 November 2024, ...
Examples of words used included alley apple, black draught, blood, boogie jugie, and boot. [ 1 ] The original sample used in the experiment consisted of 100 white and 100 black St. Louis high school students, aged 16–18 years old – half of them being from low socioeconomic levels and the other half from middle income levels.
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.
For example, if words are to be learned, they may be repeatedly spoken aloud or repeatedly written down. Specialized forms of rote learning have also been used in Vedic chant since as long as three thousand years ago, [ 1 ] to preserve the intonation and lexical accuracy of very long texts, some with tens of thousands of verses.
For example, he displayed improvement in the Block-Tapping Memory-Span test, but only to a maximum of 5 blocks, [21] implying his ability to improve through practice continued to exist, but that it does not supersede damage to other aspects of long-term memory formation that he suffered after his surgery.
There are different ways to develop these skills. For example, creating flash cards for words that appear at a high frequency is considered a tool for overcoming dyslexia. [6] It has been argued that prosody, the patterns of rhythm and sound used in poetry, can improve word recognition. [7]
To test the encoding variability theory, Bird, Nicholson, and Ringer (1978) [5] presented subjects with word lists that either had massed or spaced repetitions. Subjects were asked to perform various "orienting tasks", tasks which require the subject to make a simple judgment about the list item (i.e. pleasant or unpleasant, active or passive).