The Generation Effect and Source Memory
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Enhancing the Production Effect in Memory: Singing, Underlying Mechanisms, and Applications
ENHANCING THE PRODUCTION EFFECT IN MEMORY: SINGING, UNDERLYING MECHANISMS, AND APPLICATIONS by Chelsea Karmel Quinlan Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Dalhousie University Halifax, Nova Scotia December 2017 © Copyright by Chelsea Karmel Quinlan, 2017 TABLE OF CONTENTS LIST OF TABLES .......................................................................... v LIST OF FIGURES ....................................................................... vi ABSTRACT ................................................................................ vii LIST OF ABBREVIATIONS USED .................................................. viii ACKNOWLEDGEMENTS ................................................................ ix CHAPTER 1: INTRODUCTION ......................................................... 1 1.1 INTRODUCTION .................................................................................................. 2 1.2 HISTORY OF THE PRODUCTION EFFECT ........................................................... 4 1.3 A REVIEW OF THEORETICAL PERSPECTIVES .................................................. 11 1.4 MUSIC AND MEMORY ....................................................................................... 17 1.5 CHAPTER SUMMARY, RATIONALE, AND CURRENT EXPERIMENTS ................ 19 CHAPTER 2: EXTENDING THE BOUNDARIES OF THE PRODUCTION EFFECT .................................................................................... 24 2.1 ABSTRACT ........................................................................................................ -
Elaborative Encoding, the Ancient Art of Memory, and the Hippocampus
View metadata, citation and similar papers at core.ac.uk brought to you by CORE BEHAVIORAL AND BRAIN SCIENCES (2013) 36, 589–659 provided by RERO DOC Digital Library doi:10.1017/S0140525X12003135 Such stuff as dreams are made on? Elaborative encoding, the ancient art of memory, and the hippocampus Sue Llewellyn Faculty of Humanities, University of Manchester, Manchester M15 6PB, United Kingdom http://www.humanities.manchester.ac.uk [email protected] Abstract: This article argues that rapid eye movement (REM) dreaming is elaborative encoding for episodic memories. Elaborative encoding in REM can, at least partially, be understood through ancient art of memory (AAOM) principles: visualization, bizarre association, organization, narration, embodiment, and location. These principles render recent memories more distinctive through novel and meaningful association with emotionally salient, remote memories. The AAOM optimizes memory performance, suggesting that its principles may predict aspects of how episodic memory is configured in the brain. Integration and segregation are fundamental organizing principles in the cerebral cortex. Episodic memory networks interconnect profusely within the cortex, creating omnidirectional “landmark” junctions. Memories may be integrated at junctions but segregated along connecting network paths that meet at junctions. Episodic junctions may be instantiated during non–rapid eye movement (NREM) sleep after hippocampal associational function during REM dreams. Hippocampal association involves relating, binding, and integrating episodic memories into a mnemonic compositional whole. This often bizarre, composite image has not been present to the senses; it is not “real” because it hyperassociates several memories. During REM sleep, on the phenomenological level, this composite image is experienced as a dream scene. -
Ack Baraly Kylee Tamera 202
EXTRINSIC AND INTRINSIC FACTORS INFLUENCING THE POSITIVE MEMORY BIAS IN AGING KYLEE TAMERA ACK BARALY A thesis submitted in partial fulfillment of the requirements for the Doctorate in Philosophy degree in Experimental Psychology at the University of Ottawa; Doctorate in Philosophy degree in Cognitive Sciences, Cognitive Psychology and Neurocognition at the Communauté Université Grenoble Alpes. School of Psychology Laboratoire de Psychologie et NeuroCognition Faculty of Social Sciences École Doctorale Ingénierie pour la Santé, la Cognition et l’Environnement University of Ottawa Communauté Université Grenoble Alpes ©Kylee Tamera Ack Baraly, Ottawa, Canada, 2020 K. T. ACK BARALY PH.D. DISSERTATION ii Acknowledgements To Patrick and Pascal, thank you for being two of the most incredibly supportive and knowledgeable supervisors. You helped enlighten my scientific mind, pushing me to question better, reflect deeper, and learn more. You are both inspiring as researchers and as mentors. And I am forever grateful to have gone through this journey with you. I would also like to thank all of the members of the Neuropsychology Lab (Ottawa) and Laboratoire de Psychologie et NeuroCognition (Chambéry and Grenoble). Thank you to all of the Master's students, honours thesis students, UROP students, lab volunteers, and research assistants who helped in more ways than I can count. Your enthusiasm and dedication to this work are truly appreciated. I am thankful for all the additional support provided by the INSPIRE Lab (Ottawa), which made collecting reliable data more efficient. A very special thank you to all of the research participants who so generously gave their time to this work. You are the pillar of scientific research and without you, none of this would have been possible. -
Communication Science to the Public
David M. Berube North Carolina State University ▪ HOW WE COMMUNICATE. In The Age of American Unreason, Jacoby posited that it trickled down from the top, fueled by faux-populist politicians striving to make themselves sound approachable rather than smart. (Jacoby, 2008). EX: The average length of a sound bite by a presidential candidate in 1968 was 42.3 seconds. Two decades later, it was 9.8 seconds. Today, it’s just a touch over seven seconds and well on its way to being supplanted by 140/280- character Twitter bursts. ▪ DATA FRAMING. ▪ When asked if they truly believe what scientists tell them, NEW ANTI- only 36 percent of respondents said yes. Just 12 percent expressed strong confidence in the press to accurately INTELLECTUALISM: report scientific findings. ▪ ROLE OF THE PUBLIC. A study by two Princeton University researchers, Martin TRENDS Gilens and Benjamin Page, released Fall 2014, tracked 1,800 U.S. policy changes between 1981 and 2002, and compared the outcome with the expressed preferences of median- income Americans, the affluent, business interests and powerful lobbies. They concluded that average citizens “have little or no independent influence” on policy in the U.S., while the rich and their hired mouthpieces routinely get their way. “The majority does not rule,” they wrote. ▪ Anti-intellectualism and suspicion (trends). ▪ Trump world – outsiders/insiders. ▪ Erasing/re-writing history – damnatio memoriae. ▪ False news. ▪ Infoxication (CC) and infobesity. ▪ Aggregators and managed reality. ▪ Affirmation and confirmation bias. ▪ Negotiating reality. ▪ New tribalism is mostly ideational not political. ▪ Unspoken – guns, birth control, sexual harassment, race… “The amount of technical information is doubling every two years. -
Generation Effect
GENERATION EFFECT Definition and Background Learners are more likely to retain information when asked to produce (generate) an answer, compared to having that same information provided. (Slameka & Graf, 1978). However, students are unlikely to engage in generative learning on their own (King, 1992; Wittrock, 1989); they need to be prompted and guided to do so through providing learning activities that are consistent with generative learning (see Bertsch & Pesta, 2014) for a review. Generating answers increases the likelihood a learner will recall or recognize information later (Bertsch, Pesta, Wiscott, & McDaniel, 2007; McNamara & Healy, 1995, 2000). When compared to passive activities such as reading, generative activities encourage learners to use methods during learning (or encoding) that can be evoked during retrieval of the learned information (McNamara & Healy, 2000). The learning benefits of actively constructing knowledge have been noted in several areas, including mathematics (Lawson & Chinnappan, 1994; McNamara & Healy, 2000; Pesta, Sanders, & Murphy, 1999), reading comprehension (Doctorow, Wittrock, & Marks, 1978; Wittrock, 1990), and trivia questions (deWinstanley, 1995). Generation activities can vary in form, resulting in differing levels of cognitive processing: • Surface processing: o Rearranging letters or filling in missing letters in a word o Recognition tests • Deep processing: o Relating two concepts to one another o Creating a hierarchy of relationships between items o Creating and answering questions on the material o Summarizing a reading passage Self-questioning during a lecture is somewhat more beneficial than generating summaries where learners use their own words to connect their prior knowledge to the material they are learning (King, 1992). Both strategies, however, are more beneficial than more passive strategies such as taking notes during lecture and reviewing them for a test. -
Ilidigital Master Anton 2.Indd
services are developed to be used by humans. Thus, understanding humans understanding Thus, humans. by used be to developed are services obvious than others but certainly not less complex. Most products bioengineering, and as shown in this magazine. Psychology mightbusiness world. beBe it more the comparison to relationships, game elements, or There are many non-business flieds which can betransfered to the COGNTIVE COGNTIVE is key to a succesfully develop a product orservice. is keytoasuccesfullydevelopproduct BIASES by ANTON KOGER The Power of Power The //PsychologistatILI.DIGITAL WE EDIT AND REINFORCE SOME WE DISCARD SPECIFICS TO WE REDUCE EVENTS AND LISTS WE STORE MEMORY DIFFERENTLY BASED WE NOTICE THINGS ALREADY PRIMED BIZARRE, FUNNY, OR VISUALLY WE NOTICE WHEN WE ARE DRAWN TO DETAILS THAT WE NOTICE FLAWS IN OTHERS WE FAVOR SIMPLE-LOOKING OPTIONS MEMORIES AFTER THE FACT FORM GENERALITIES TO THEIR KEY ELEMENTS ON HOW THEY WERE EXPERIENCED IN MEMORY OR REPEATED OFTEN STRIKING THINGS STICK OUT MORE SOMETHING HAS CHANGED CONFIRM OUR OWN EXISTING BELIEFS MORE EASILY THAN IN OURSELVES AND COMPLETE INFORMATION way we see situations but also the way we situationsbutalsotheway wesee way the biasesnotonlychange Furthermore, overload. cognitive avoid attention, ore situations, guide help todesign massively can This in. take people information of kind explainhowandwhat ofperception egory First,biasesinthecat andappraisal. ory, self,mem perception, into fourcategories: roughly bedivided Cognitive biasescan within thesesituations. forusers interaction andeasy in anatural situationswhichresults sible toimprove itpos and adaptingtothesebiasesmakes ingiven situations.Reacting ways certain act sively helpstounderstandwhypeople mas into consideration biases ing cognitive Tak humanbehavior. topredict likely less or andmore relevant illusionsare cognitive In each situation different every havior day. -
Infographic I.10
The Digital Health Revolution: Leaving No One Behind The global AI in healthcare market is growing fast, with an expected increase from $4.9 billion in 2020 to $45.2 billion by 2026. There are new solutions introduced every day that address all areas: from clinical care and diagnosis, to remote patient monitoring to EHR support, and beyond. But, AI is still relatively new to the industry, and it can be difficult to determine which solutions can actually make a difference in care delivery and business operations. 59 Jan 2021 % of Americans believe returning Jan-June 2019 to pre-coronavirus life poses a risk to health and well being. 11 41 % % ...expect it will take at least 6 The pandemic has greatly increased the 65 months before things get number of US adults reporting depression % back to normal (updated April and/or anxiety.5 2021).4 Up to of consumers now interested in telehealth going forward. $250B 76 57% of providers view telehealth more of current US healthcare spend % favorably than they did before COVID-19.7 could potentially be virtualized.6 The dramatic increase in of Medicare primary care visits the conducted through 90% $3.5T telehealth has shown longevity, with rates in annual U.S. health expenditures are for people with chronic and mental health conditions. since April 2020 0.1 43.5 leveling off % % Most of these can be prevented by simple around 30%.8 lifestyle changes and regular health screenings9 Feb. 2020 Apr. 2020 OCCAM’S RAZOR • CONJUNCTION FALLACY • DELMORE EFFECT • LAW OF TRIVIALITY • COGNITIVE FLUENCY • BELIEF BIAS • INFORMATION BIAS Digital health ecosystems are transforming• AMBIGUITY BIAS • STATUS medicineQUO BIAS • SOCIAL COMPARISONfrom BIASa rea• DECOYctive EFFECT • REACTANCEdiscipline, • REVERSE PSYCHOLOGY • SYSTEM JUSTIFICATION • BACKFIRE EFFECT • ENDOWMENT EFFECT • PROCESSING DIFFICULTY EFFECT • PSEUDOCERTAINTY EFFECT • DISPOSITION becoming precise, preventive,EFFECT • ZERO-RISK personalized, BIAS • UNIT BIAS • IKEA EFFECT and • LOSS AVERSION participatory. -
John Collins, President, Forensic Foundations Group
On Bias in Forensic Science National Commission on Forensic Science – May 12, 2014 56-year-old Vatsala Thakkar was a doctor in India but took a job as a convenience store cashier to help pay family expenses. She was stabbed to death outside her store trying to thwart a theft in November 2008. Bloody Footwear Impression Bloody Tire Impression What was the threat? 1. We failed to ask ourselves if this was a footwear impression. 2. The appearance of the impression combined with the investigator’s interpretation created prejudice. The accuracy of our analysis became threatened by our prejudice. Types of Cognitive Bias Available at: http://en.wikipedia.org/wiki/List_of_cognitive_biases | Accessed on April 14, 2014 Anchoring or focalism Hindsight bias Pseudocertainty effect Illusory superiority Levels-of-processing effect Attentional bias Hostile media effect Reactance Ingroup bias List-length effect Availability heuristic Hot-hand fallacy Reactive devaluation Just-world phenomenon Misinformation effect Availability cascade Hyperbolic discounting Recency illusion Moral luck Modality effect Backfire effect Identifiable victim effect Restraint bias Naive cynicism Mood-congruent memory bias Bandwagon effect Illusion of control Rhyme as reason effect Naïve realism Next-in-line effect Base rate fallacy or base rate neglect Illusion of validity Risk compensation / Peltzman effect Outgroup homogeneity bias Part-list cueing effect Belief bias Illusory correlation Selective perception Projection bias Peak-end rule Bias blind spot Impact bias Semmelweis -
Bout My Generation: the Effects of Generation on Encoding, Recall, and Metamemory
University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2013-08-27 Learnin' 'bout my generation: The effects of generation on encoding, recall, and metamemory Burnett, Andrea Burnett, A. (2013). Learnin' 'bout my generation: The effects of generation on encoding, recall, and metamemory (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/26739 http://hdl.handle.net/11023/887 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Learnin’ ‘bout my generation: The effects of generation on encoding, recall, and metamemory by Andrea Nicole Burnett A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF PSYCHOLOGY CALGARY, ALBERTA AUGUST, 2013 © Andrea Nicole Burnett 2013 ii Abstract My dissertation examined how encoding strategies, recall, and metamemory shift across two study-test experiences. Differential recall of generate targets and read targets on Test 1 led participants to develop an improved encoding strategy for their more poorly recalled target type, thus eliminating differential recall on Test 2 (Experiment 1-3). However, recall also improved across tests for groups that were not tested on both target types on Test 1 (Experiment 2), and for groups that studied and recalled only one target type (Experiment 1). -
The Value of Reminding
Mem Cogn (2012) 40:693–702 DOI 10.3758/s13421-012-0182-8 The next generation: the value of reminding Colin M. MacLeod & Molly M. Pottruff & Noah D. Forrin & Michael E. J. Masson Published online: 31 January 2012 # Psychonomic Society, Inc. 2012 Abstract In two experiments, we investigated the influence The generation effect, introduced by Slamecka and Graf of repeated processing in the context of the generation (1978), is one of the best-known encoding manipulations. effect. In both experiments, participants studied words once Simply put, it refers to the benefit on a later memory test of or twice. Once-studied words either were read or were producing an item from a cue at study, without seeing the generated from a definition. Twice-studied words were read entire item, as opposed to simply seeing the complete item both times, generated both times, or read once and generated at study. Typically, this phenomenon has involved generat- once. Free recall was best (in order of decreasing perfor- ing a word from a cue such as a definition or an antonym, in mance) after generating twice, after generating plus reading, contrast to simply reading the word. The literature contains and finally after generating once; any generation was better well over 200 studies exploring the generation effect, not than purely reading. Recognition showed a similar pattern, taking into account the considerably greater number that except that the benefit of generating twice was not as strik- have just used generation as a trustworthy encoding task. ing as in recall and that reading plus generating was just as Not surprisingly, the original Slamecka and Graf article is a effective as generating twice. -
The Production Effect and the Generation Effect Improve Memory in Picture Naming
Memory ISSN: 0965-8211 (Print) 1464-0686 (Online) Journal homepage: http://www.tandfonline.com/loi/pmem20 The production effect and the generation effect improve memory in picture naming Eirini Zormpa, Laurel E. Brehm, Renske S. Hoedemaker & Antje S. Meyer To cite this article: Eirini Zormpa, Laurel E. Brehm, Renske S. Hoedemaker & Antje S. Meyer (2018): The production effect and the generation effect improve memory in picture naming, Memory, DOI: 10.1080/09658211.2018.1510966 To link to this article: https://doi.org/10.1080/09658211.2018.1510966 © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group View supplementary material Published online: 24 Aug 2018. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=pmem20 MEMORY https://doi.org/10.1080/09658211.2018.1510966 The production effect and the generation effect improve memory in picture naming Eirini Zormpa a, Laurel E. Brehma, Renske S. Hoedemakera and Antje S. Meyera,b aPsychology of Language Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands; bDonders Institute for Brain, Cognition, and Behaviour, Radboud University Nijmegen, Nijmegen, the Netherlands ABSTRACT ARTICLE HISTORY The production effect (better memory for words read aloud than words read silently) and the Received 29 March 2018 picture superiority effect (better memory for pictures than words) both improve item Accepted 7 August 2018 memory in a picture naming task (Fawcett, J. M., Quinlan, C. K., & Taylor, T. L. (2012). Interplay KEYWORDS of the production and picture superiority effects: A signal detection analysis. -
Learning and Memory Strategy Demonstrations for the Psychology
LEARNING & MEMORY 1 Learning and Memory Strategy Demonstrations for the Psychology Classroom Jennifer A. McCabe Goucher College 2013 Instructional Resource Award recipient Author contact information: Jennifer A. McCabe Department of Psychology Goucher College 1021 Dulaney Valley Road Baltimore, MD 21204 E-mail: [email protected] Phone: 410-337-6558 Copyright 2014 by Jennifer A. McCabe. All rights reserved. You may reproduce multiple copies of this material for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author’s name and institution and the Office of Teaching Resources in Psychology heading or other identifying information appear on the copied document. No other permission is implied or granted to print, copy, reproduce, or distribute additional copies of this material. Anyone who wishes to produce copies for purposes other than those specified above must obtain the permission of the author. LEARNING & MEMORY 2 Overview This 38-page document contains an introduction to the resource, background information on learning and memory strategies, a summary of research on undergraduate student metacognition with regard to these strategies, and a collection of classroom demonstrations that allows students to experience real-time the effectiveness of specific learning and memory strategies. References are included at the end of the document. Table of Contents Page I. Introduction 3 II. Background Information on Strategies and Metacognition 4 III. Classroom Demonstrations of Learning and Memory Strategies 5 A. Deep Processing 6 B. Self-Reference Effect 10 C. Spacing Effect 12 D. Testing Effect 16 E. Imagery 17 F. Chunking 22 G.