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While "not to remember" had a significant effect in reducing proactive interference, cued to "not to recall" previously encoded and stored information did not significantly reduce the effect. Therefore, these associated cues do not directly control the potential effect of proactive interference on short-term memory span. [clarification needed] [17]
Instead, this theory suggests that testing serves not only as a tool for assessment but as a learning tool which can aid in memory recall. The forward testing effect indicates that educators should encourage students to study using testing techniques rather than restudying information repeatedly. [2]
Whilst associative interference has shown to reduce recall performance, its effects on recognition remain inconsistent. [10]In the previous study, participants were also tested for recognition, by providing a similar test list with interference inducing word pairs and non-interference word pairs. [12]
A common additional task is to have the participant learn a new set of associations with the cued items and study the amount of interference from prior association that occurs. These experiments help to develop theories on how we learn associations and what conditions affect that learning. [5] The free recall does not use item pairs.
The recency effect occurs when the short-term memory is used to remember the most recent items, and the primacy effect occurs when the long-term memory has encoded the earlier items. The recency effect can be eliminated if there is a period of interference between the input and the output of information extending longer than the holding time of ...
The effects of stress on memory include interference with a person's capacity to encode memory and the ability to retrieve information. [1] [2] Stimuli, like stress, improved memory when it was related to learning the subject. [3] During times of stress, the body reacts by secreting stress hormones into the bloodstream.
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]
A cued recall test is a procedure for testing memory in which a participant is presented with cues, such as words or phrases, to aid recall of previously experienced stimuli. [1]: 182 Endel Tulving and Zena Pearlstone (1966) conducted an experiment in which they presented participants with a list of words to be remembered. The words were from ...