| The identity model and factors controlling the superiority of the study-test method over the anticipation method. | |
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MedLine Citation:
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PMID: 3998714 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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Short-term memory (STM) and long-term memory (LTM) components are assumed to overlap in such a way that the response reflects predominantly STM components in short retention intervals but LTM ones in long retention intervals. Based on the STM and LTM overlap hypothesis, the identity model postulates that basic processes per study, test, and intervening study and test events as well as intercycle intervals, respectively, are the same for both anticipation and study-test methods in cued (paired-associate) recall and recognition (verbal discrimination learning). A crucial difference between the two methods is the differential retention interval distribution (containing an overlap area). Amounts of STM components in the short-term store (STS), that is, critical items, seem to control the varied superiority of the study-test method over the anticipation method. This is directly linked to the learning difficulty dimension, which in turn is determined by such variables as list length, learning materials, exposure durations (presentation rates), acquisition stages, learning ability, developmental stages (ages), and others. |
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Authors:
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C Izawa |
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Publication Detail:
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Type: Journal Article; Research Support, U.S. Gov't, P.H.S. |
Journal Detail:
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Title: The Journal of general psychology Volume: 112 ISSN: 0022-1309 ISO Abbreviation: J Gen Psychol Publication Date: 1985 Jan |
Date Detail:
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Created Date: 1985-07-19 Completed Date: 1985-07-19 Revised Date: 2007-11-14 |
Medline Journal Info:
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Nlm Unique ID: 2985111R Medline TA: J Gen Psychol Country: UNITED STATES |
Other Details:
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Languages: eng Pagination: 65-78 Citation Subset: IM |
Export Citation:
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APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
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Adolescent Adult Child Child Development Child, Preschool Concept Formation* Humans Learning* Memory* Memory, Short-Term Mental Recall* Retention (Psychology) Set (Psychology)* Verbal Learning |
| Grant Support | |
ID/Acronym/Agency:
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S07 RR07040/RR/NCRR NIH HHS |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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