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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
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This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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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
Journal
APPLIED COGNITIVE PSYCHOLOGY
DOI
https://doi.org/10.1002/acp.3447
Collections
Department of Psychology, Article