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The reading span task was the first instance of the family of "complex span" tasks (as opposed to "simple span" tasks). It is a complex verbal test because it draws upon both storage and processing (i.e., reading) elements of working memory, while simple verbal tests (e.g., word span) require the storage element alone. [2]
Active recall is a learning method that exploits the testing effect − the fact that memorization is more efficient when some time is devoted to actively retrieving the to-be-learned information through testing with proper feedback. Flashcards are a practical application of active recall. Another method for memorization is via the 'SURF ...
The generation effect is typically achieved in cognitive psychology experiments by asking participants to generate words from word fragments. [2] This effect has also been demonstrated using a variety of other materials, such as when generating a word after being presented with its antonym, [3] synonym, [1] picture, [4] arithmetic problems, [2] [5] or keyword in a paragraph. [6]
In short-term sentence recall studies, emphasis is placed on words in a distractor-word list when requesting information from the remembered sentence. This demonstrates the modality effect can be more than auditory or visual. [2] For serial recall, the modality effect is seen in an increased memory span for auditorally presented lists. Memory ...
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]
There are three main types of recall: free recall, cued recall and serial recall. Psychologists test these forms of recall as a way to study the memory processes of humans [ 1 ] and animals. [ 2 ] Two main theories of the process of recall are the two-stage theory and the theory of encoding specificity .
The reading span task was the first instance of the family of complex span tasks, which differ from the traditional simple span tasks by adding a processing demand to the requirement to remember a list of items. In complex span tasks encoding of the memory items (e.g., words) alternates with brief processing episodes (e.g., reading sentences).
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.
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