Learnin' 'bout my generation: The effects of generation on encoding, recall, and metamemory

My dissertation examined how encoding strategies, recall, and metamemory shift across two study-test experiences. Differential recall of generate targets and read targets on Test 1 led participants to develop an improved encoding strategy for their more poorly recalled target type, thus eliminating differential recall on Test 2 (Experiment 1-3). However, recall also improved across tests for groups that were not tested on both target types on Test 1 (Experiment 2), and for groups that studied and recalled only one target type (Experiment 1). Participants’ reported strategies (Experiment 1) and metamemory judgments (Experiment 3) were used to elucidate how and when people modify their encoding strategies in an effort to improve future memory performance. Overall, the present study confirmed that people can learn about the effectiveness of a study strategy both during studying and on a test, and revealed that this learning is more ubiquitous and varied than previous research suggested.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Discipline thesis:degree_discipline

Psychology

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2013

Author dc:creator

• Burnett, Andrea

Advisor dc:contributor.advisor

• Bodner, Glen

• Cognitive

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

eng

DOI

http://dx.doi.org/10.11575/PRISM/26739

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:11023/887