Models for Recall and Recognition

Raaijmakers, Jeroen G. W.; Shiffrin, Richard M.

doi:10.1146/annurev.ps.43.020192.001225

Cited by 127 publications

(35 citation statements)

References 54 publications

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“…These findings raise the possibility that when common attributes are attended across successive encounters with an item, the mnemonic representation of the item is strengthened. This conclusion would appear to stand in conflict with leading computational theories of memory, which demonstrate that, at least with respect to context, greater encoding variability gives rise to superior subsequent remembering (e.g., Howard & Kahana 2002; Raaijmakers & Shiffrin 1992). …”

Section: Distributed Representations In Episodic Memorymentioning

confidence: 70%

Distributed Representations in Memory: Insights from Functional Brain Imaging

Rissman

Wagner

2012

Annu. Rev. Psychol.

263

217

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Forging new memories for facts and events, holding critical details in mind on a moment-to-moment basis, and retrieving knowledge in the service of current goals all depend on a complex interplay between neural ensembles throughout the brain. Over the past decade, researchers have increasingly leveraged powerful analytical tools (e.g., multi-voxel pattern analysis) to decode the information represented within distributed fMRI activity patterns. In this review, we discuss how these methods can sensitively index neural representations of perceptual and semantic content, and how leverage on the engagement of distributed representations provides unique insights into distinct aspects of memory-guided behavior. We emphasize that, in addition to characterizing the contents of memories, analyses of distributed patterns shed light on the processes that influence how information is encoded, maintained, or retrieved, and thus inform memory theory. We conclude by highlighting open questions about memory that can be addressed through distributed pattern analyses.

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Section: Distributed Representations In Episodic Memorymentioning

confidence: 70%

Distributed Representations in Memory: Insights from Functional Brain Imaging

Rissman

Wagner

2012

Annu. Rev. Psychol.

263

217

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“…The fading of conscious access to habitual skills is commonly called "automaticity" and it goes along with a loss of precise voluntary control over habitual details (Baars & Gage, 2010;Chein & Schneider, 2005;Coulthard et al, 2008;Langer & Imber, 1979;Raaijmakers & Shiffrin, 1992;Schneider, 2009;Shiffrin & Schneider, 1977). Repetitive events tend to fade from consciousness unless they have special significance.…”

Section: Automaticitymentioning

confidence: 99%

Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience

Watagodakumbura¹

2017

JEL

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With the emergence of a wealth of research-based information in the field of educational neuroscience, educators are now able to make more evidence-based decisions in the important area of curriculum design and construction. By viewing from the perspective of educational neuroscience, we can give a more meaningful and lasting purpose of leading to human development with enhanced consciousness or wisdom as the goal of a curriculum. We can better decide on the essential contents of a curriculum that is carried out within a limited time, using the emerging and validating information. Knowledge of educational neuroscience can also be used effectively for instructional design or conveying important messages to learners in the learning support material provided. Further, educators can be better directed in forming appropriate assessment so that learners are prepared for active and deep engagements in the teaching-learning process developing the skills of independence and discovery learning. Educational practitioners, as well as policy-makers, can also promote inclusive practices by directing, designing and constructing a curriculum appropriately especially taking into consideration the characteristics of right cerebral hemispheric oriented visual-spatial or gifted learners. Overall, education professionals can be benefited immensely to take more informed decisions in the process of curriculum design and construction by embracing emerging educational neuroscience principles.

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“…As they do so, we tend to lose executive control over them. Cortical activity reduces when predictable voluntary action is practiced to the point of automaticity (Chein and Schneider, 2005;Coulthard et al, 2008;Langer and Imber, 1979;Raaijmakers and Shiffrin, 1992;Schneider, 2009;Shiffrin and Schneider, 1977). Once even very complex processes are learned, they seem to require less cortical activity.…”

Section: Types Of Learningmentioning

confidence: 99%

“…The fading of conscious access to habitual skills is commonly called 'automaticity' and it goes along with a loss of precise voluntary control over habitual details Gage, 2010, Chein andSchneider, 2005;Coulthard et al, 2008;Langer and Imber, 1979;Raaijmakers and Shiffrin, 1992;Schneider, 2009;Shiffrin and Schneider, 1977). Repetitive events tend to fade from consciousness unless they have special significance.…”

Section: Automaticitymentioning

confidence: 99%

Some Useful Pedagogical Practices: Educational Neuroscience Perspective

Watagodakumbura

2015

JSE

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We have reviewed the goals of education by approaching them from the direction of educational neuroscience; through education, we have to achieve transfer of learning in order to produce individuals who are better problem solvers and decision makers. To achieve this goal, learners will have to transform what they have learned explicitly into implicit memories and vice versa by attaching sense and meaning, ideally across multiple domain areas. Further, through education, we enhance learner consciousness and/or wisdom that give abilities to spontaneously recall retained memories readily, whenever necessary. A number of pedagogical practices that are useful in achieving the above goals are identified. When new contents are presented to learners, high-level, generalised concepts need to be emphasised; concepts are likely to penetrate through multiple domain areas and last longer in memory, thus helping learners to attach sense and meaning better. In order to reach out to multiple brain regions, inducing creativity, we need to get frontal lobes involved essentially, with an appropriate pace and form of presentation. The important task of motivating learners can be done by presenting learners with educational neuroscience facts that can be enlightening; even difficult content can be mastered by simply paying attention fully and through elaborate rehearsal; human brains have the feature of neural plasticity and neural networks can grow throughout the lifespan through effective learning. When setting assessment, we should focus on open-ended, novel and conceptual/generalised questions so that learners use their frontal lobes, engaging in a higher-order, divergent and/or inductive thinking process to provide answers.

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Models for Recall and Recognition

Cited by 127 publications

References 54 publications

Distributed Representations in Memory: Insights from Functional Brain Imaging

Distributed Representations in Memory: Insights from Functional Brain Imaging

Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience

Some Useful Pedagogical Practices: Educational Neuroscience Perspective

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