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Explore retrieval processes to improve student learning through consistent encoding, meaningful cues, and activating prior knowledge. Understand state-dependent memory, reconstructive memory, and distributed practice for effective teaching strategies. Learn how to facilitate better recall and recognition to support diverse learning styles.
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Chapter 5: Retrieval Processes Nichole Bradley Michelle Tomanio
Outline • I. Abstract • II. Main Point • III. Conclusions • IV. How does this affect me as a teacher?
Abstract This chapter on retrieval processes discusses ways of retrieving information. This can be done several ways. One method is to provide consistent conditions between encoding and retrieval. A second method is to provide meaningful cues throughout the entire learning process. Lastly, prior knowledge should be taken into consideration when teaching new information.
Main Points • Encoding and Retrieval are linked • When information is elaborated at encoding and used at retrieval, students remember more information. • Learning always occurs in a specific context that affects encoding and retrieval • Activating students’ prior knowledge is one way to improve learning.
Main Points cont… C. Retrieval is state dependent. • Our ability to remember information is related to our mood and the condition under which we learned the information. Therefore, testing conditions should match learning conditions. D. Memory is reconstructive. • Students retrieve main ideas and use them to construct a response. Research has shown students retain more when they are active learners.
Main Points cont… E. Learning increases when students make context meaningful to them. • When students activate prior knowledge and provide their own cues for remembering information, rather than a teacher doing it, they are more likely to remember information. F. Recall and Recognition are not the same. • Students study differently according to the type of test they expect to take. Students will study better if they know what information might be covered.
Main Points cont… G. Retrieval is fallible • Mistakes occur often when retrieving information. One reason is that the information was not stored correctly in the first place, often leading to mistakes later on. Reconstructing information mistakes occur when cues that were provided at encoding are not available anymore, or if they are changed.
Main Points cont… H. Distributed practice is more efficient than massed practice. • Studying for something over a period of time is more efficient than “cramming” the same amount of information in a short period of time.
Conclusions How information is presented has a powerful impact on how it is processed by the memory.
Conclusions cont… Retrieval is most effective when the same cues are given at the time of encoding, as well as retrieval.
Conclusions cont… Information should be presented to students in various ways in order to help with retrieval later on.
How does this affect me as a teacher? Retrieval is important because learned knowledge is continually being built upon.
How does this affect me as a teacher? Educators need to be able to accommodate various learning styles when setting up lessons to maximize retrieval.
How does this affect me as a teacher? Teachers need to realize the importance of retrieval skills in order to help students learn effective studying techniques.
References • Bruning, R., Schraw, G., Ronning, R. (1999). Cognitive Psychology and Instruction. Merrill Prentice Hall. Upper Saddle River, New Jersey. • Valenzano, Joseph M., (2004). Reading and Memory Retrieval Skills. Exceptional Parent. 34 (8), 71-73.
