PSYC 221 Lecture Notes - Lecture 11: Endel Tulving

• School: Queen's University
• Department: Psychology
• Course: PSYC 221
• Professor: Monica Castelhano

Document Summary

If participants were told after, it didn"t really help: information from schema is integrated into the memory, as time passes, the effects of the schemas increase, can hurt because we insert things that never happened. Prior knowledge what you know ahead of time affects how you learn and what is coming in: ex: participants read a story with either an appropriate context picture, a partial context picture or no picture. Encoding variability multiple meanings of a word can allow for retrieval in different ways: easier to get at a memory if you heave multiple instances. Perspective : anderson & pritchard participants read a story about a house from one of two different perspectives: home-buyer or burglar. Recall vs recognition recognition is generally easier (because you get context), but not always: tulving & thomson, study: 24 critical items (target word plus weak associate (e. g. : ground cold)