Chapter 5: Retrieval Processes

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Chapter 5 Retrieval Processes

• Nichole Bradley
• Michelle Tomanio

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Outline

• I. Abstract
• II. Main Point
• III. Conclusions
• IV. How does this affect me as a teacher?

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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.

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Main Points

• Encoding and Retrieval are linked
• 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.

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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.

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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.

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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.

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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.

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Conclusions

• How information is presented has a powerful
  impact on how it is processed by the memory.

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Conclusions cont

• Retrieval is most effective when the same cues
  are given at the time of encoding, as well as
  retrieval.

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Conclusions cont

• Information should be presented to students in
  various ways in order to help with retrieval
  later on.

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How does this affect me as a teacher?

• Retrieval is important because learned knowledge
  is continually being built upon.

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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.

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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.

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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.