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Later research on short-term memory and working memory revealed that memory span is not a constant even when measured in a number of chunks. The number of chunks a human can recall immediately after presentation depends on the category of chunks used (e.g., span is around seven for digits, around six for letters, and around five for words), and even on features of the chunks within a category.
Declarative memory can be further sub-divided into semantic memory, concerning principles and facts taken independent of context; and episodic memory, concerning information specific to a particular context, such as a time and place. Semantic memory allows the encoding of abstract knowledge about the world, such as "Paris is the capital of France".
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]
More specifically, the signal-detection model, which assumes that memory strength is a graded phenomenon (not a discrete, probabilistic phenomenon) predicts that the ROC will be curvilinear, and because every recognition memory ROC analyzed between 1958 and 1997 was curvilinear, the high-threshold model was abandoned in favor of signal ...
Educational psychology – Branch of psychology concerned with the scientific study of human learning; Educational technology – Use of technology in education to improve learning and teaching; Fluid and crystallized intelligence – Factors of general intelligence; Higher-order thinking – Concept in education and education reform
Recognition memory, a subcategory of explicit memory, is the ability to recognize previously encountered events, objects, or people. [1] When the previously experienced event is reexperienced, this environmental content is matched to stored memory representations, eliciting matching signals. [ 2 ]
Human memory researchers had been predominantly focusing on memory storage, and were only beginning to look at memory encoding. [10] However, inspired by his graduate advisor at Yale, Robert G. Crowder, Roediger began to see the importance of a retrieval-based approach to memory research. [ 11 ]
The use of retrieval cues can both promote the accuracy of reconstructive memory as well as detract from it. The most common aspect of retrieval cues associated with reconstructive memory is the process that involves recollection. This process uses logical structures, partial memories, narratives, or clues to retrieve the desired memory. [29]