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In the previous study, two different remember-know paradigms are explored. The first is the "remember-first method" [24] in which a remember response is solicited prior to a know response for non-remembered items. Secondly, a trinary paradigm, [24] in which a single response judges the "remember vs. know" and "new" alternatives is investigated ...
Along with semantic memory, it comprises the category of explicit memory, one of the two major divisions of long-term memory (the other being implicit memory). [ 2 ] The term "episodic memory" was coined by Endel Tulving in 1972, referring to the distinction between knowing and remembering: knowing is factual recollection (semantic) whereas ...
This can occur due to word versus nonword memory, massed versus distributed practice, gradual versus abrupt presentations, and learning in a way that emphasizes similarities vs. differences. [ 5 ] Another aspect of the "remember" versus "know" phenomenon is hindsight bias , also referred to as the "knew it all along effect".
In psychology and cognitive science, a memory bias is a cognitive bias that either enhances or impairs the recall of a memory (either the chances that the memory will be recalled at all, or the amount of time it takes for it to be recalled, or both), or that alters the content of a reported memory. There are many types of memory bias, including:
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Semantic memory is distinct from episodic memory—the memory of experiences and specific events that occur in one's life that can be recreated at any given point. [3] For instance, semantic memory might contain information about what a cat is, whereas episodic memory might contain a specific memory of stroking a particular cat.
The five types—Manifestor, Generator, Manifesting Generator, Projector and Reflector—were coined in the late 1980s as a way to get the energetic blueprint of who you are. Curious to learn more ...
Receiving: The lowest level; the student passively pays attention. Without this level, no learning can occur. Receiving is about the student's memory and recognition as well. Responding: The student actively participates in the learning process. Not only attends to a stimulus, but the student also reacts in some way.