Transcript Chapter 5: Retrieval Processes Nichole Bradley Michelle Tomanio

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
A.
Encoding and Retrieval are linked

B.
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.