Changes in memory awareness during learning: The acquisition of knowledge by psychology undergraduates

被引:158
作者
Conway, MA
Gardiner, JM
Perfect, TJ
Anderson, SJ
Cohen, GM
机构
[1] CITY UNIV LONDON, DEPT PSYCHOL, LONDON EC1V 0HB, ENGLAND
[2] OPEN UNIV, DEPT PSYCHOL, MILTON KEYNES MK7 6AA, BUCKS, ENGLAND
关键词
D O I
10.1037/0096-3445.126.4.393
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
First-year psychology students took multiple-choice examinations following each of 4 lecture courses and 3 laboratory research methods courses. One lecture course was later retested. Students indicated state of memory awareness accompanying each answer: recollective experience (remember), ''just know'' (know), feeling of familiarity (familiarity), or guess. On the lecture courses, higher performing students differed from other students because they had more remember responses. On research methods, higher performing students differed because they knew more, and in the delayed retest, higher performing students differed because they now knew rather than remembered more. These findings demonstrate a shift from remembering to knowing, dependent upon level attained, type of course, and retention interval, and suggest an underlying shift in knowledge representation from episodic to semantic memory. The authors discuss theoretical and educational implications of the findings.
引用
收藏
页码:393 / 413
页数:21
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