Investigating dissociations among memory measures: Support for a transfer-appropriate processing framework.

Learning from number board games: You learn what you encode.

“…This possibility is especially likely in situations where children can interact with the materials in ways that do not require the desired encoding (Uttal, O'Doherty, Newland, Hand, & DeLoache, 2009). Findings from numerous domains indicate that learners often fail to encode relevant dimensions, that inadequate encoding impairs learning, and that instructions that improve encoding of key features or relations improve learning (Alibali, 1999;Barrett, Abdi, Murphy, & Gallagher, 1993;Blaxton, 1989;Brown, Kane, & Echols, 1986;Chi, 1978;McCloskey & Kaiser, 1984;Ornstein et al, 1998;Siegler, 1976;Siegler & Chen, 1998;Staszewski, 1988). Thus, the cognitive alignment framework posits that there is a need, even with the best designed learning materials, for activities that direct learners' behaviors in ways that promote the encoding of the features relevant to the desired mental representation.…”

Am I Blue? Depressed Mood and the Consequences of Self-Focus for the Interpretation and Recall of Ambiguous Words

“…In the domain of memory research, the effects of a particular manipulation at Time 1 on performance at Time 2 are stronger when the tasks on both occasions evoke similar cognitive processes, in comparison to dissimilar or mismatched processes. When words are studied in terms of what they mean instead of what they sound like, for example, they are better recalled in response to meaning-related cues on a test of explicit memory or more often produced as associations to meaning-related cues on a test of implicit memory; however, the reverse is true when the test cues are phonologically related to the word (see Blaxton, 1989). Processes that are similar across two occasions are deemed transfer-appropriate.…”

The Role of Shape in Semantic Memory Organization of Objects

“…The encoding and retrieval of the encoded information are interdependent; a retrieval cue will be effective if and only if the information in the cue was generated at encoding (Blaxton, 1989;Morris, Bransford, & Franks, 1977;Tulving & Thomson, 1973). Hence, by examining whether the shape of objects is used as a retrieval cue when trying to retrieve objects from memory, we can determine whether shape information was encoded in the semantic memory.…”