Memory Processing and Encoding Specificity: Investigating Memory Codes and Retrieval, Slides of Cognitive Psychology

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Cognitive Psychology

Notes 7

Questions

 Why do you have such a hard time

learning some things, even with

studying?

 How can you improve your studying to

be more effective?

Where We Are

 We’re examining memory from a

processing perspective to see what we

get.

 We’ll return to the box model next class,

and then move on to higher cognition.

Technically, we’re still in the episodic box

right now.

Memory Codes

 Deeper processing is partly different

memory codes:

 Counting e’s or deciding if “word” is

“CCVC” is pretty shallow, and creates a

code that is surface based.

 Deciding if something is pleasant or a

synonym is a meaning based code.

Memory Codes

 Deeper processing:

 Having completed our caveating, deeper processing usually is more effortful and usually does take longer. Why? Different codes take different amounts of effort.

 What is it about the deeper codes that improves memory? It’s going to boil down to retrieval cues. I’m going to develop that answer.

Memory Codes

 Deeper processing:

 I have a demonstration of memory codes and memory for a list…

Memory Codes

 Deeper processing:

 Here’s that sentence in a table:

Task: Difficulty: Sound from visual word (rhymes with eagle)

High

Sound from a spoken word Low

Count e’s from a visual word Low

Count e’s from a spoken word High

Memory Codes

 Deeper processing:

 The difficulty increases the amount of “effort trace” that’s available to be accessed with a retrieval cue.

Encoding Specificity

 Now for wrinkles. The “deeper = better”

story isn’t perfect. A big influence on how

well you’ll retrieve something is what cues

you created when you put it in.

 Encoding specificity is this: What is stored

determines what retrieval cues are effective

in providing access to what is stored.

Encoding Specificity

 In other words, the most effective retrieval

cues will be the ones you used during the

original learning.

 For example, Thompson and Tulving

(1970) had people learn lists of strong or

weak associates. What do you think of

when I say:

 Hot?

 Wind?

Encoding Specificity

 Thomson and Tulving (1970):

Learning Context: Retrieval context: Performance:

Hot-cold Hot Good (20.2)

Wind-cold Hot Poor (13.9)

Hot-cold Wind Poor (9.2)

Wind-cold Wind Good (15.7)

(Thomson & Tulving (1970, p. 257)

Encoding Specificity

 Thomson and Tulving (1970):

Learning Context: Retrieval context: Performance:

Hot-cold Hot Good (20.2)

Wind-cold Hot Poor (13.9)

Hot-cold Wind Poor (9.2)

Wind-cold Wind Good (15.7)

(Thomson & Tulving (1970, p. 257)

Encoding Specificity

 Thomson and Tulving (1970):

Learning Context: Retrieval context: Performance:

Hot-cold Hot Good (20.2)

Wind-cold Hot Poor (13.9)

Hot-cold Wind Poor (9.2)

Wind-cold Wind Good (15.7)

(Thomson & Tulving (1970, p. 257)

Encoding Specificity

 Thomson and Tulving (1970):

Learning Context: Retrieval context: Performance:

Hot-cold Hot Good (20.2)

Wind-cold Hot Poor (13.9)

Hot-cold Wind Poor (9.2)

Wind-cold Wind Good (15.7)

(Thomson & Tulving (1970, p. 257)