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Explicit memory (or declarative memory) is one of the two main types of long-term human memory, the other of which is implicit memory. Explicit memory is the conscious, intentional recollection of factual information, previous experiences, and concepts. [1] This type of memory is dependent upon three processes: acquisition, consolidation, and ...
Both implicit and explicit memory are types of long-term memory, which is defined by the transfer of information from short-term memory into long-term storage in order to create enduring memories.
Long-term memory (LTM) is the stage of the Atkinson–Shiffrin memory model in which informative knowledge is held indefinitely. It is defined in contrast to sensory memory, the initial stage, and short-term or working memory, the second stage, which persists for about 18 to 30 seconds.
Quizlet's primary products include digital flash cards, matching games, practice electronic assessments, and live quizzes. In 2017, 1 in 2 high school students used Quizlet. [ 4 ] As of December 2021, Quizlet has over 500 million user-generated flashcard sets and more than 60 million active users.
The development of memory is a lifelong process that continues through adulthood. Development etymologically refers to a progressive unfolding. Memory development tends to focus on periods of infancy, toddlers, children, and adolescents, yet the developmental progression of memory in adults and older adults is also circumscribed under the umbrella of memory development.
However, enhancement of explicit memory depends on the time of day. [39] Explicit memory is enhanced by stress when assessed in the afternoon, but impaired when assessed in the morning. [39] Basal cortisol levels are relatively low in the afternoon and much higher in the morning, which can alter the interaction and effects of stress hormones. [39]
Some studies suggest that auditory weakness is only present for explicit memory (direct recall), rather than implicit memory. [17] When test subjects are presented with auditory versus visual word cues, they only perform worse on directed recall of a spoken word versus a seen word, and perform about equally on implicit free-association tests.
This robust finding has been supported by studies of many explicit memory tasks such as free recall, recognition, cued-recall, and frequency estimation (for reviews see Crowder 1976; Greene, 1989). Researchers have offered several possible explanations of the spacing effect, and much research has been conducted that supports its impact on recall.
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