The use of episodic and semantic memory systems in classroom context regarding time delay and college experience level

Date

2018-11-01

Author

Elibol-Pekaslan, Nur
Şahin Acar, Başak

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

18
views

0
downloads

Cite This

This study aimed to examine freshmen and senior college students' episodic and semantic memory use in classroom context regarding short and long time delays and college experience level. Data were collected in 2014 and 2017, right after students' final exams (T1) and 5 weeks later (T2). Students were given exemplar questions from their final exams and asked whether they remembered a specific learning episode (episodic memory), if they knew the information (semantic memory), or they guessed the answer while answering exam questions. Senior students in 2017 were asked the same set of questions that they had answered in 2014 as T3. The analyses revealed that the ratio of remember responses to all types of responses decreased within 3 years, whereas know ratio remained stable. Moreover, remember-to-know shift occurred only for senior students. This study is important for demonstrating endurance of semantic memory longitudinally, and salience of college experience level cohort sequentially.

Subject Keywords

Experimental and Cognitive Psychology, Arts and Humanities (miscellaneous), Developmental and Educational Psychology

URI

https://hdl.handle.net/11511/38348

Collections

Department of Psychology, Article