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Short-term memory for learned associations has been studied using the match-to-sample task (and the related delayed match-to-sample task, and non-match to sample task).The basic procedure begins by presenting a subject with a stimulus (often a light of a particular color, or a visual pattern) that they will be required to remember, known as the 'sample'.
The basic procedure involves measuring how quickly people classify stimuli as words or nonwords. Although versions of the task had been used by researchers for a number of years, the term lexical decision task was coined by David E. Meyer and Roger W. Schvaneveldt , who brought the task to prominence in a series of studies on semantic memory ...
Multiple themes can occur in a short test, which gives the examinee multiple opportunities to reveal underlying motivations about each topic during data analysis. Of course, most sentence completion tests are much longer (anywhere from 40 to 100 stems) and contain more themes (anywhere from 4 to 15 topics).
To overcome these problems, the alternating-runs procedure was introduced in which subjects alternate between short runs of different tasks (e.g., AABBAABB). Repetitions occur within runs (e.g., AA, BB), and alternations occur between runs (e.g., AB, BA). Memory load and the requirement for monitoring is the same for repetitions and alternations.
William James, within his famous book: The Principles of Psychology (1890), suggested that there was a difference between memory and habit. Cognitive psychology disregarded the influence of learning on memory systems in its early years, and this greatly limited the research conducted in procedural learning up until the 20th century. [ 1 ]
In cognitive psychology, Brown–Peterson task (or Brown–Peterson procedure) refers to a cognitive exercise designed to test the limits of working memory duration. The task is named for two notable experiments published in the 1950s in which it was first documented, the first by John Brown [1] and the second by husband-and-wife team Lloyd and Margaret Peterson.
The progressive time delay procedure was developed first, [12] and the constant time delay procedure was developed as a more parsimonious procedure for teaching students with disabilities. [13] CTD and PTD are systematic procedures that use the teaching strategy of waiting on a learner's response that has likely been used haphazardly for years. [6]
Modern memory psychology differentiates between the two distinct types of memory storage: short-term memory and long-term memory. Several models of memory have been proposed over the past century, some of them suggesting different relationships between short- and long-term memory to account for different ways of storing memory.