Transfer appropriate processing
To achieve the best recall, the type of processing involved when studying needs to be appropriately matched to the type of processing that will be required for the test. Morris, Bransford and Franks (1977) demonstrated the effect of transfer appropriate processing in an extension of the Craik and Tulving (1975) ‘levels of processing’ experiments. In the original Craik and Tulving studies, participants were encouraged during encoding to focus on the physical, phonological (e.g. rhyming) or semantic aspects of the to-be-remembered word. Under typical testing conditions, semantic processing during encoding led to the best level of recall during testing. But in the Morris et al. study, a condition was added in the test phase: participants had to identify words that rhymed with the words presented earlier during encoding. In this new condition there was a closer match between the task carried out in the learning phase (identifying words that rhymed) and the task carried out in the test phase (identifying the word that rhymed with words presented in the learning phase). Recall for rhyming words was best when rhyming had been the focus of the learning task.
To achieve the best recall, the type of processing involved when studying needs to be appropriately matched to the type of processing that will be required for the test. Morris, Bransford and Franks (1977) demonstrated the effect of transfer appropriate processing in an extension of the Craik and Tulving (1975) ‘levels of processing’ experiments. In the original Craik and Tulving studies, participants were encouraged during encoding to focus on the physical, phonological (e.g. rhyming) or semantic aspects of the to-be-remembered word. Under typical testing conditions, semantic processing during encoding led to the best level of recall during testing. But in the Morris et al. study, a condition was added in the test phase: participants had to identify words that rhymed with the words presented earlier during encoding. In this new condition there was a closer match between the task carried out in the learning phase (identifying words that rhymed) and the task carried out in the test phase (identifying the word that rhymed with words presented in the learning phase). Recall for rhyming words was best when rhyming had been the focus of the learning task.
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