TITLE

Memory-Associate Processes

PUB. DATE
May 1974
SOURCE
Journal of Learning Disabilities;May1974, Vol. 7 Issue 5, p293
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This article presents information on associate processes of memory and nature of the effect of verbal labels on recognition memory for form. It has been shown that learning to associate verbal labels with form stimuli results in superior recognition memory performance and that reproduction memory is inferior to recognition memory for form. The differences between these two memory tasks, however, go beyond a simple comparison of the number of stimuli correctly remembered. Reproduction studies have consistently reported evidence for changes in qualitative aspects of a subject's memory form stimuli.
ACCESSION #
19131091

 

Related Articles

  • Spaced Retrieval: Absolute Spacing Enhances Learning Regardless of Relative Spacing. Karpicke, Jeffrey D.; Bauernschmidt, Aithea // Journal of Experimental Psychology. Learning, Memory & Cognition;Sep2011, Vol. 37 Issue 5, p1250 

    Repeated retrieval enhances long-term retention, and spaced repetition also enhances retention. A question with practical and theoretical significance is whether there are particular schedules of spaced retrieval (e.g., gradually expanding the interval between tests) that produce the best...

  • The Many Faces of Cognitive Load Theory. Sweller, John // T+D;Aug2009, Vol. 63 Issue 8, p22 

    The article discusses cognitive load theory which is based on the ideas that working memory is limited and that people have a large long-term memory to store learned information. Instructional procedures that have been generated by the cognitive load theory and are concerned with reducing...

  • On the Course of Forgetting in Very Long-Term Memory. Squire, Larry R. // Journal of Experimental Psychology. Learning, Memory & Cognition;Mar1989, Vol. 15 Issue 2, p241 

    Describes forgetting in very long-term memory. Construction of a memory test that sampled events that had occurred during a single year from 1 to 15 years ago; Findings showing that forgetting in very long-term memory can be gradual and continuous for many years after learning.

  • The effects of tests on learning and forgetting. Carpenter, Shana K.; Pashler, Harold; Wixted, John T.; Vul, Edward // Memory & Cognition;Mar2008, Vol. 36 Issue 2, p438 

    In three experiments, we investigated whether memory tests enhance learning and reduce forgetting more than additional study opportunities do. Subjects learned obscure facts (Experiments 1 and 2) or Swahili-English word pairs (Experiment 3) by either completing a test with feedback (test/study)...

  • Recollection rejection: Gist cuing of verbatim memory. Odegard, Timothy N.; Lampinen, James M. // Memory & Cognition;Dec2005, Vol. 33 Issue 8, p1422 

    Recollection rejection allows people to avoid accepting related lures presented on recognition tests by recollecting their instantiating study items. Two predictions made by fuzzy trace theorists were tested. First, recollection rejection should likely occur when verbatim traces are available...

  • Exceptional Memory. Ericsson, K. Anders; Chase, William G. // American Scientist;Nov/Dec82, Vol. 70 Issue 6, p607 

    Describes some laws and general characteristics of normal human memory and specifies how exceptional memory deviates from and contradicts them. Acquisition of exceptional memory; Information on the long-term memory storage processes; Process and structure of exceptional memory.

  • The memory remains: long-term vocal recognition in Australian sea lions. Pitcher, Benjamin J.; Harcourt, Robert G.; Charrier, Isabelle // Animal Cognition;Sep2010, Vol. 13 Issue 5, p771 

    The ability to recognize other individuals plays an important role in mediating social interactions. As longitudinal studies are challenging, there is only limited evidence of long-term memory of individuals and concepts in mammals. We examined the ability of six wild Australian sea lions to...

  • Long-Term Repetition Priming of Briefly Identified Objects. Breuer, Andreas T.; Masson, Michael E. J.; Cohen, Anna-Lisa; Lindsay, D. Stephen // Journal of Experimental Psychology. Learning, Memory & Cognition;Mar2009, Vol. 35 Issue 2, p487 

    The authors provide evidence that long-term memory encoding can occur for briefly viewed objects in a rapid serial visual presentation list, contrary to claims that the brief presentation and quick succession of objects prevent encoding by disrupting a memory consolidation process that requires...

  • False memory for associated word lists in individuals and collaborating groups. Maki, Ruth H.; Weigold, Arne; Arellano, Abbigail // Memory & Cognition;Apr2008, Vol. 36 Issue 3, p598 

    Using the Deese/Roediger-McDermott (DRM) paradigm, we investigated recall of presented and nonpresented associated words by collaborating groups, nominal groups, and individuals. In Experiment 1, participants recalled individually and then recalled in collaborating groups. Nominal groups made up...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics