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In psychology, context-dependent memory is the improved recall of specific episodes or information when the context present at encoding and retrieval are the same. In a simpler manner, "when events are represented in memory, contextual information is stored along with memory targets; the context can therefore cue memories containing that contextual information". [1]
To explain the relationship between semiotics and communication studies, communication is defined as the process of transferring data and-or meaning from a source to a receiver. Hence, communication theorists construct models based on codes, media, and contexts to explain the biology, psychology, and mechanics involved.
According to the Atkinson-Shiffrin memory model or multi-store model, for information to be firmly implanted in memory it must pass through three stages of mental processing: sensory memory, short-term memory, and long-term memory. [7] An example of this is the working memory model.
The theory of CMM was developed in the mid-1970s by W. Barnett Pearce (1943–2011) and Vernon E. Cronen. Communication Action and Meaning was devoted to CMM, is a thorough explication of CMM, which Pearce and Cronen introduced to the common scholarly vernacular of the discipline.
Recall is a major part of memory so the history of the study of memory in general also provides a history of the study of recall. Hermann Ebbinghaus In 1885, Hermann Ebbinghaus created nonsense syllables , combinations of letters that do not follow grammatical rules and have no meaning, to test his own memory.
In psychology, contextual cueing refers to a form of visual search facilitation which describe targets appearing in repeated configurations are detected more quickly. The contextual cueing effect is a learning phenomenon where repeated exposure to a specific arrangement of target and distractor items leads to progressively more efficient search.
The Oscillator Based Associative Recall (OSCAR) Model was proposed by Browne, Preece and Hulme in 2000 [7] The OSCAR Model is another cue driven model of memory. In this model, the cues work as a pointer to a memory’s position in the mind. Memories themselves are stored as context vectors on what Brown calls the oscillator part of the theory.
The remember-know paradigm has changed the way in which researchers can study memory tasks and has had implications on what were originally considered purely "episodic" memories, which can now be thought of as a combination of both remembering and knowing or episodic and semantic. [4]