The Effects of LOP on Implicit and Explicit Memory Essay

Memory is divided into three categories. These categories consist of: sensory memory, short term memory and long term memory, out of these short term memory is the main focus in this essay. It has been widely researched due to interest of how much memory can be stored, how long this memory can be stored for and what information is memorised.

In both of the tasks, the research participant confidently listed a word that was not originally part of the picture or the list of words. For example, the participant in test A1 listed the word ``door`` and omitted other details that he was not attention to it in the original picture. He added the words that made sense in completing the missing parts of the picture in his memory. In test A2, the research participant circled the words ``sleep`` because some of the words such as night, bed and snoring interfered with his information and made him imagined that this word was listed. After the distractive discussion about what he ate for breakfast, he also circled the words table and chair as he remembered the details of the moment breakfast and he recreated a memory that he believed it was accurate.

The current study was created to retest reproducibility of Slamecka and Graf results about participants remembering words better when they generated the words than when they read the words in a sample of undergraduate students at Texas A&M University (Slamecka and Graf, 1978). Nineteen undergraduate students at Texas A&M University participated in an experiment where one group was given a set of words and were told to memorize the words. The other group was given one word and the first letter of the second word and was told to generate the second word. It was hypothesized that the group with the participants who generated the second word would remember those sets of words better than the other group. Results showed that the group who generated the second word significantly memorized the words better, the p value being < .05. More in depth explanations involving more variables are discussed such as the five rules, or the within subjects, and their effect on the generation effect as well as future directions.

A recognition test was used by researchers interested in the matter, Roediger and McDermott (1995). The purpose of their research was to examine false recognition of non presented words and the confidence with which the participants accept or reject the non presented words as having been in the study lists. The participants were instructed that they will hear lists of words, and their task after hearing each list is to write the last few items first and to recall the rest of the words in order. Also, they are told to write all the words they can remember, but without

The influence of context on memory recall was examined in an experiment based on Godden and Baddeley’s (1975) Context Dependent Memory study. Previous research suggests that memory recall is improved when learning and recall occur in the same environment. The current experiment examined the importance of context and perceptual clues in memory recall by manipulating the learning and recall environments for a memory task using a list of 30 random words tested on three groups of participants: each group learnt a list of words in one environment and recalled them in

Memory is a set of cognitive processes that allow us to remember past information (retrospective memory) and future obligations (prospective memory) so we can navigate our lives. The strength of our memory can be influenced by the connections we make through different cognitive faculties as well as by the amount of time we spend devoting to learning specific material across different points in time. New memories are created every time we remember specific event, which results in retrospective memories changing over time. Memory recall can be affected retrospectively such as seeing increased recall in the presence of contextual cues or false recall of information following leading questions. Memory also includes the process

According to this approach, dissociation between an implicit and explicit memory test reflect dissociation in different cognitive operations required at the time of the tests (Roediger, 1990). While explicit memory depends on conceptually-driven cognitive operations during encoding and retrieval, implicit memory depends on perceptually-driven (data- or visually-driven) mechanisms (Boehm & Sommer, 2012; Mulligan, 2012). More is the extent of overlap of these cognitive operations between encoding and testing conditions, better is the performance on explicit and implicit memory tests (Lee, 2002; Yoo,

This was a study conducted at IUP on undergraduate students to see if processing information at certain levels would improve memory recall. During the study, we presented the participants with a PowerPoint of information on a made-up country. The participants was randomly assigned to a shallow, medium, or deep processing instruction, which explained to them how to take notes throughout the presentation. After, students’ recieved a distractor task for 15 minutes, and after given a multiple-choice test on the information showed on the slides. The results showed that there was no significant difference between note taking instructions and the number of correct answers. All three-task instructions in the study showed similar means on the recall test.

Roger goes to his friend’s wedding where he is introduced to over 50 people. Roger’s goal at this wedding is to meet new people, and remember as many names as he can. In order for him to get their names into long-term memory, he first needs to get them past sensory, and short term memory. For him to be able to do this, he needs to come up with some strategies to remember these names. He will learn when it is necessary for him to rehearse the names over in his head, group some of them together, or making connections to the names. By testing out these strategies, we will learn how information moves from sensory memory to short-term memory, and hopefully to long-term memory.

Alzheimer’s is a type of dementia that causes problems with memory and it is not a normal part of aging, “Although the greatest risk factor is increasing age” (Alzheimer’s Association). Even though our memory begins to deteriorate when we are growing older we don’t necessarily forget we get the “tip of the tongue” effect where we are ale to recollect our memories unlike those with Alzheimer’s.

In the last half century several theories have emerged with regard to the best model for human memory. In each of these models there was a specific way to help people recall words and

Short-term retention of a single word relies on retrieval from long-term memory when both rehearsal and refreshing are disrupted

The skills in the shallow level are being able to segment sentences into words, segment multi-syllabic words into syllables, recognize and produce rhymes, segments and blends onsets with the rest of the syllable, and can identify similar sounds. The skills in the deep level are being able to blend phonemes, identify how many phonemes are in a word, segment phonemes, and manipulate phonemes.

The working memory aids our ability to remember words over non-words, specifically the phonological loop and visuospatial sketchpad (Baddeley, Hitch, 1994). Other studies by (Paivio, 1991) have shown that concrete words are easier to recall than abstract words due to semantic associations. The purpose of this paper is to explore the parts of memory that help certain words to be more easily remembered than others.

Central idea: Memory is a process of the brain which is prone to certain failures, although specific steps can be taken to guard against these failures.