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Learning with the test : adapting encoding strategies to the retrieval requisites
Publication . Marques, Pedro André Ribeiro; Marques, Leonel Garcia, 1958-
Retrieving information from memory is usually, and obviously, the final objective of encoding it. In that line, we propose that we encode and store information as a function of the particular ways we have used similar information in the past. More specifically, we contend that the experience of retrieval can serve as a powerful cue to the most effective ways to encode similar information in comparable future learning episodes. This ubiquitous characteristic of human memory and its effects will be explored along six studies, modifications of the repeated retrieval paradigm, where we keep encoding conditions constant, but manipulate the requisites of memory tests and observe the gains and costs in learning across several study-test cycles, along with manifestations of learning based on the structures and requisites of the tests (and not of the studied materials) in final surprise-tasks. In this dissertation we will introduce the evolution of the study of the impact of retrieval in memory functioning, and establish possible parallels with conceptual learning. In three empirical chapters we will explore the adaptive aspects, benefits and costs of repeated retrieval. In Chapter II we will show how the nature of the distracters in recognition tests will, by itself, impact subsequent encoding strategies of new similar information: relational when when distracters are not related to the lists, and distinctiveness-based when they are related to the study lists and conceptual knowledge is not useful for the task. In Chapter III we will present converging evidence to this phenomenon, showing that if memory tests demand responding to spatial cues, instead of semantic cues, the activation of the item’s semantic networks will be hindered, suggesting that along several study-test cycles we learn to disregard stimuli dimensions that are irrelevant to the tasks. In Chapter IV we show that even if the structure of memory tests encourage and allow for the use of conceptual knowledge (and not episodic) to respond, conceptual processing of information only present at test is hindered. We will discuss interactions, similarities and differences between memory and conceptual learning, and also how acts of retrieval in a given context can impact further attention to specific stimuli attributes. We will advance some theoretical considerations on the present research, along with some practical applications.
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Fundação para a Ciência e a Tecnologia
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SFRH
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SFRH/BD/78697/2011