1. Brunning – Chapter 5 Retrieval Processes

2. Encoding Specificity Tulving & Osler (1968) –Encoding is enhanced when conditions at retrieval match those present at encoding  what does this means in terms of the FCAT? Generation Effect: Paraphrasing Material Elaborative Interrogation: Asking the why question Guided Peer Questioning Asking & Answering Questions State Dependent Learning: Affective States = Encoding Specificity Conditions

3. Recognition and Recall There is a difference between recognition and recall--> preparation is different: Recognition  discriminating items  pick relevant items from distractors  MC tests Study harder for recall –Becoming familiar what is needed to be learned –Organize material “Threshold hypothesis”  strength of information in memory –A bit of information must have some strength before it can be recognized = recognition threshold –A greater amount of strength is necessary for the information to be recalled = recall threshold Dual process model of recall = the process of remembering are both the same except that you need more extensive memory search for the recall

4. Reconstruction Evidence that retrieval is reconstructive memory vs. encoding which is constructive Key elements are stored in the schema  in retrieval those key elements are recall, but with flavor of separate realities This system is far more demanding of memory space  only key elements need to be remembered Recalling Specific Events Episodic memory = flashbulb memories Relearning Distributed vs. massed practice

5. Implications for Instruction Encoding and retrieval are linked Learning always occurs in a specific context that affects encoding and retrieval Retrieval is state dependent  mood, bodily functions, etc. Memory is reconstructive Learning increases when students generate their own context for meaning Recall and recognition are not the same Retrieval is fallible Distributed practice is more efficient than massed practice