Transcript Bruning Ch.5

Brunning – Chapter 5
Retrieval Processes
Encoding Specificity
• Tulving & Osler (1968)
– Encoding is enhanced when conditions at
retrieval match those present at encoding
what does this means in terms of the FCAT?
Encoding Specificity Conditions
Generation
Effect:
Paraphrasing
Material
Elaborative
Interrogation:
Asking the
why question
Guided Peer
Questioning
Asking &
Answering
Questions
State
Dependent
Learning:
Affective
States =
Recognition and Recall
• There is a difference between recognition and recall-->
preparation is different:
• Recognitiondiscriminating itemspick relevant items
from distractorsMC tests
• Study harder for recall
– Becoming familiar what is needed to be learned
– Organize material
• “Threshold hypothesis” strength of information in
memory
– A bit of information must have some strength before it can be
recognized = recognition threshold
– A greater amount of strength is necessary for the information to
be recalled = recall threshold
• Dual process model of recall = the process of
remembering are both the same except that you need
more extensive memory search for the recall
Reconstruction
• Evidence that retrieval is reconstructive memory vs.
encoding which is constructive
• Key elements are stored in the schemain retrieval
those key elements are recall, but with flavor of
separate realities
• This system is far more demanding of memory
spaceonly key elements need to be remembered
Recalling Specific Events
•Episodic memory = flashbulb memories
Relearning
•Distributed vs. massed practice
Implications for Instruction
• Encoding and retrieval are linked
• Learning always occurs in a specific context that affects
encoding and retrieval
• Retrieval is state dependentmood, bodily functions, etc.
• Memory is reconstructive
• Learning increases when students generate their own
context for meaning
• Recall and recognition are not the same
• Retrieval is fallible
• Distributed practice is more efficient than massed practice