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Related Concept Videos

Retrieval01:12

Retrieval

209
Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
Recall involves accessing information without cues, such as during an essay test, where individuals must retrieve facts and concepts from memory unaided. Another example is remembering the name of a colleague...
209
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

329
Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of...
329
Serial Position Effect01:03

Serial Position Effect

266
The serial position effect is a cognitive phenomenon where individuals are more likely to recall the first and last items in a list compared to those in the middle. This effect is divided into the primacy effect and the recency effect. The primacy effect is observed when the initial items in a list are remembered better. This occurs because these items are rehearsed more frequently or receive more elaborative processing, allowing them to be encoded into long-term memory more effectively. For...
266
Tip-of-the-Tongue Phenomenon01:10

Tip-of-the-Tongue Phenomenon

267
The tip-of-the-tongue (TOT) phenomenon is a cognitive experience characterized by a temporary inability to retrieve specific information from memory despite having a strong feeling of knowing the information. Although individuals cannot access the target word or detail, they frequently recall related elements, such as its initial letter, syllable count, or context. This partial retrieval often causes frustration, as one might recognize a familiar face or know that a name starts with a specific...
267
Elaborative Rehearsals01:07

Elaborative Rehearsals

147
Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...
147
Mnemonic Devices01:23

Mnemonic Devices

201
Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...
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Related Experiment Video

Updated: Oct 12, 2025

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

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Retrieval practice transfer effects for multielement event triplets.

Jade S Pickering1, Lisa M Henderson1,2, Aidan J Horner1,2

  • 1Department of Psychology, University of York, York YO10 5DD, UK.

Royal Society Open Science
|November 22, 2021
PubMed
Summary
This summary is machine-generated.

Retrieval practice and re-exposure both improved memory for learned pairs. Transfer of learning occurred to associated, unpracticed pairs, suggesting re-exposure of integrated information has pedagogical value.

Keywords:
educationepisodic memoryretrieval practicetesting effecttransfer effect

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Retrieval practice (RP) enhances memory retention when tested under identical conditions.
  • The transfer of retrieval practice effects to related, but not directly practiced, material remains less understood.
  • Integration of information during encoding may facilitate transfer effects.

Purpose of the Study:

  • To investigate retrieval practice transfer effects under conditions promoting information integration.
  • To compare the effects of retrieval practice versus re-exposure on memory for directly studied and associated information.
  • To examine whether retrieval practice or re-exposure benefits memory for associated, unpracticed information.

Main Methods:

  • Participants learned multielement triplets (locations, animals, objects).
  • One pairwise association per triplet underwent retrieval practice, re-exposure, or was a control (no exposure).
  • Memory for all pairwise associations was tested two days later.

Main Results:

  • Both retrieval practice and re-exposure improved memory for directly practiced/re-exposed pairs compared to controls.
  • No significant difference in retention was found between retrieval practice and re-exposure for directly practiced pairs.
  • Memory transfer occurred: both retrieval practice and re-exposure enhanced recall of associated, unpracticed pairs.

Conclusions:

  • Both retrieval practice and re-exposure can enhance memory for directly learned information.
  • Re-exposure of integrated information demonstrates pedagogical value by facilitating memory transfer.
  • The boundary conditions for retrieval practice superiority over re-exposure require further investigation.