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HM 7-2, 7-3, & 7-4. We often fail to organize our LTMs so that they will optimize our memory. In such cases, we either forget information we would like to remember, or we rely on various cues to prompt our memory.
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HM 7-2, 7-3, & 7-4 • We often fail to organize our LTMs so that they will optimize our memory. • In such cases, we either forget information we would like to remember, or we rely on various cues to prompt our memory. • According to Lieberman (2000), research on retrieval cues does tend to document the “obvious,” in that cued memory is superior to uncued memory. • Interestingly, this cued retrieval effect occurs in animals as well as humans.
HM 7-2, 7-3, & 7-4 • To demonstrate the importance of retrieval cues to your students, you can give them a recall test that dates to their childhood: recalling the 50 states of the United States. • Divide your class into thirds and give each third HM 7-2, 7-3, or 7-4. • HM 7-2 is a standard free-recall paradigm – students have no cues other than the fact that they are trying to remember 50 names.
HM 7-2, 7-3, & 7-4 • HM 7-3 is an alphabetical cued-recall sheet – in this case, students receive the cues of the first letter of the names of the states. • HM 7-4 is a visual cue – a map of the United States. • Students in the two cued conditions should perform better than those without cues. • It will be interesting for you to determine whether students in the alphabetical or visual cue situation perform better. • Have students attempt to explain the findings in light of the chapter’s information about memory.
