scholarly journals Encoding strategy changes and spacing effects in the free recall of unmixed lists

2005 ◽  
Vol 52 (1) ◽  
pp. 120-130 ◽  
Author(s):  
Peter F. Delaney ◽  
Martin E. Knowles
Keyword(s):  
Free Recall ◽  
Spacing Effects ◽  
Encoding Strategy ◽  
Strategy Changes

Spacing Effects on Implicit Picture Memory

1998 ◽  
Vol 86 (2) ◽  
pp. 396-398
Author(s):  
Norihiko Kitao
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Perceptual Identification ◽  
Free Recall Test ◽  
Perceptual Cues ◽  
Test Analysis ◽  
Picture Memory ◽  
Spacing Effects ◽  
Short Period ◽  
Identification Test

25 undergraduates studied the stimulus pictures of common objects successively presented as spaced or massed repetitions, or one at a time. Immediately after a study period, they were given a free-recall test followed by a perceptual identification test. Analysis indicated that spacing effects were observed on the free-recall test but not in perceptual identification. On the later test, each stimulus picture was exposed for a short period and subjects were more likely to use perceptual cues than on first the test. Thus, the spacing effects on memory may be eliminated at test as there is no benefit of conceptual cues.

Detrimental Influence of Contextual Change on Spacing Effects in Free Recall.

2004 ◽  
Vol 30 (4) ◽  
pp. 796-800 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Spacing Effects ◽  
Contextual Change

Encoding Richness of Self-Generated Elaboration and Spacing Effects on Incidental Memory

2005 ◽  
Vol 101 (2) ◽  
pp. 621-627 ◽  
Author(s):  
Hiroshi Toyota ◽  
Yasuko Kikuchi
Keyword(s):  
Free Recall ◽  
Target Sentence ◽  
The Self ◽  
The Other ◽  
Spacing Effects ◽  
Elaboration Condition ◽  
Incidental Memory ◽  
Encoding Variability

The present study investigated encoding variability in self-generated elaboration on incidental memory as a function of the type of presentation which was either massed or spaced. The subjects generated different answers to a “why” question for the first and the second presentations of a target sentence in a self-generated elaboration condition. In an experimenter-provided elaboration condition they then rated the appropriateness of the different answers provided by the experimenter for the first and second presentations. This procedure was followed by two free recall tests, one of which was immediate and the other delayed. A self-generated elaboration effect was observed in both the spaced and the massed presentations. These results indicated that the self-generated elaboration effect was facilitated, even in the massed presentation because the different answers to the first and the second presentations led to a richer encoding of each target.

Encoding Strategy and the Testing Effect in Free Recall

2007 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Peter F. Delaney ◽  
Remy M. J. P. Rikers
Keyword(s):  
Free Recall ◽  
Testing Effect ◽  
Encoding Strategy

scholarly journals Rote rehearsal and spacing effects in the free recall of pure and mixed lists

2008 ◽  
Vol 58 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Peter P.J.L. Verkoeijen ◽  
Peter F. Delaney
Keyword(s):  
Free Recall ◽  
Spacing Effects

Individual differences in encoding strategies and free recall dynamics

2019 ◽  
Vol 72 (10) ◽  
pp. 2495-2508 ◽  
Author(s):  
Nash Unsworth ◽  
Ashley L Miller ◽  
Matthew K Robison
Keyword(s):  
Individual Differences ◽  
Free Recall ◽  
Recall Performance ◽  
Strategy Use ◽  
Normal Variation ◽  
Free Recall Task ◽  
Prior List ◽  
Performance Examining ◽  
Encoding Strategies ◽  
Encoding Strategy

Individual differences in encoding strategies and their relation to free recall dynamics were examined. Participants performed a delayed free recall task and following each list reported which strategies they may have used on the prior list. Individual differences in effective encoding strategy use were positively correlated with overall recall performance. Examining recall dynamics suggested that variation in effective encoding strategy use was associated with greater recall, particularly on non-primacy items and slightly more organised recall in terms of recall transitions. However, no differences were found for recall of items at the first serial position, in recall initiation, or in how quickly participants recalled items. Collectively, the results are consistent with the notion that effective encoding strategies increase the strength of items, resulting in a higher likelihood of recovering the items during recall. Individual differences in control processes in the form of effective encoding strategies are critically important for understanding normal variation in memory abilities.

Die Entwicklung des strategischen Gedächtnisses im Laufe der Grundschulzeit

2009 ◽  
Vol 41 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Michael Hünnerkopf ◽  
Veronika Kron-Sperl ◽  
Wolfgang Schneider
Keyword(s):  
Free Recall ◽  
Serial Learning

Zusammenfassung. Es werden Ergebnisse der Würzburger Längsschnittstudie dargestellt, in der der Entwicklungsverlauf des strategischen Gedächtnisses vom letzten Kindergartenjahr bis zum Ende der vierten Klasse in halbjährigem Abstand untersucht wurde. Für eine Stichprobe von ca. 100 Kindern konnte das in der Münchner LOGIK-Studie gefundene Muster des sprunghaften Strategieerwerbs für die Sortierstrategie bestätigt werden, während sich bei der Wiederholungsstrategie kein bedeutsamer Unterschied in der Art des Strategieerwerbs zeigte. Der kombinierte Gebrauch von Sortier- und Wiederholungsstrategie brachte Vorteile bei der Abrufleistung der Sort-Recall-Aufgabe, nicht aber der Serial Learning-Free-Recall-Aufgabe. Für zukünftige Forschungsarbeiten wird der Einsatz einer Aufgabe zur Untersuchung der Strategieentwicklung empfohlen.

On the Robustness of Solution Strategy Classifications

2010 ◽  
Vol 31 (2) ◽  
pp. 68-73 ◽  
Author(s):  
María José Contreras ◽  
Víctor J. Rubio ◽  
Daniel Peña ◽  
José Santacreu
Keyword(s):  
Individual Differences ◽  
Study Strategies ◽  
Solution Strategy ◽  
Specific Test ◽  
Spatial Tasks ◽  
The Stability ◽  
Strategy Changes ◽  
Over Time

Individual differences in performance when solving spatial tasks can be partly explained by differences in the strategies used. Two main difficulties arise when studying such strategies: the identification of the strategy itself and the stability of the strategy over time. In the present study strategies were separated into three categories: segmented (analytic), holistic-feedback dependent, and holistic-planned, according to the procedure described by Peña, Contreras, Shih, and Santacreu (2008) . A group of individuals were evaluated twice on a 1-year test-retest basis. During the 1-year interval between tests, the participants were not able to prepare for the specific test used in this study or similar ones. It was found that 60% of the individuals kept the same strategy throughout the tests. When strategy changes did occur, they were usually due to a better strategy. These results prove the robustness of using strategy-based procedures for studying individual differences in spatial tasks.

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