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Related Concept Videos

Encoding01:19

Encoding

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Information enters the brain through encoding, which is the input of information into the memory system. Once sensory information is received from the environment, the brain labels or codes it. The information is then organized with similar information and connected to existing concepts. Encoding occurs through automatic processing and effortful processing.
Automatic processing involves the encoding of details like time, space, frequency, and the meaning of words, usually done without conscious...
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Retrieval01:12

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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.
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Cognitive bias results from limitations in thinking and information processing, leading to systematic errors in judgment. Conversely, motivational bias stems from personal desires or emotions, causing distortions in perception to align with self-interest. Motivational bias influences how individuals perceive and attribute causes to events, often shaped by personal needs, goals, and self-esteem preservation. This bias can distort judgment, leading to inaccurate assessments of success, failure,...
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Elaborative Rehearsals01:07

Elaborative Rehearsals

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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...
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Understanding Memory01:19

Understanding Memory

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Memory is the retention of information or experiences over time, facilitated through three main processes: encoding, storage, and retrieval. Encoding is the process of inputting information into the memory system. For instance, when listening to a lecture, watching a play, reading a book, or having a conversation, the brain is actively encoding information. This initial stage involves transforming sensory input into a form that can be processed and stored by the brain. Various factors, such as...
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Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

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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...
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Related Experiment Video

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A Within-Subject Experimental Design using an Object Location Task in Rats
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Motivation-based selective encoding and retrieval.

Vered Halamish1, Pnina Stern2

  • 1School of Education, Bar-Ilan University, 5290002, Ramat-Gan, Israel. vered.halamish@biu.ac.il.

Memory & Cognition
|December 23, 2021
PubMed
Summary
This summary is machine-generated.

Motivation enhances memory by guiding selective processing during both learning and retrieval. This research shows how motivation influences what information people focus on and how they recall it.

Keywords:
MemoryMetacognitionMotivationRetrievalSelectivity

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Area of Science:

  • Cognitive Psychology
  • Neuroscience of Memory

Background:

  • Motivation influences memory, leading to selective remembering and encoding.
  • Selective processing during retrieval due to motivation is less understood.

Purpose of the Study:

  • To investigate how incentive-based motivation affects selective encoding and retrieval.
  • To explore the role of motivation in self-regulated learning and memory recall.

Main Methods:

  • Two experiments used a self-regulated learning paradigm.
  • Participants underwent incentive-based motivation and cued-recall testing.
  • Naturalistic settings were employed to simulate real-world memory processes.

Main Results:

  • Motivation led to selective remembering and encoding, including study time allocation and restudy.
  • Crucially, motivation also guided selective retrieval processing.
  • Participants spent more time on motivated target information during recall and prioritized it.

Conclusions:

  • Motivation impacts how individuals approach and perform on memory tests.
  • Findings highlight the intricate link between motivation, memory, and metacognition.
  • Understanding motivation's role advances knowledge of self-regulated learning and memory.