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Memory Strategies University of West Florida记忆的策略西佛罗里达大学
Memory Strategies Metacognition Dr. Claudia J. Stanny EXP 4507 Memory Cognition Spring 2009 What is Metacognition? Knowledge and awareness of how our cognitive system works Ability to control and manipulate our own cognitive processes Claudia J. Stanny * Metamemory Identify memory strategies for different situations or content Identify which particular strategies work for us Evaluate the quality of our learning Decide when we have “studied enough” Predict future performance on a memory task Estimate the likelihood that a retrieval is correct Claudia J. Stanny * Metacomprehension Monitor our ability to comprehend instructions, explanations, or other material that we read or hear Identify when we do not understand something Know how to select and employ strategies to correct our misunderstandings when these occur Claudia J. Stanny * Self-Regulation Skills Use feedback about our learning to adjust the strategies we use to learn Select the right strategy, apply it, monitor its usefulness Need to know: Which strategies are available How the strategies work When the strategies are useful Claudia J. Stanny * Strategies to Improve Memory Attention Create effective retrieval cues Distribution of practice Recognize and correct overconfidence Self-testing Mnemonics Improving Prospective Memory Claudia J. Stanny * Attention Divided attention and multi-tasking reduce the resources allocated to processing information in a given task We remember what we process and attend to Tasks interfere with one another to the extent that they share similar processing resources Claudia J. Stanny * Create Effective Retrieval Cues Levels of processing – Process deeply Maintenance rehearsal (rote rehearsal) Elaborative rehearsal (deep, semantic rehearsal) Self-reference effects – Connect material to what you know Generation effect Encoding specificity – Anticipate and encode for the retrieval context State-dependent learning context effects Metacognitive skill in anticipating retrieva
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