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

2018-11-01
Elibol-Pekaslan, Nur
Şahin Acar, Başak
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.
APPLIED COGNITIVE PSYCHOLOGY

Suggestions

The Use of Episodic and Semantic Memory Systems in Classroom Context
Elibol Pekaslan, Nur; Şahin Acar, Başak (null; 2018-01-06)
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 ...
The influence of thematic instruction on the motivation of upper-intermediate preparatory school students of English for Academic Purposes (EAP) at METU
Olgun, Alison Alev; Yemenici, Alev; Department of English Language Teaching (2004)
This research inquires into whether the motivation of students learning English for Academic Purposes (EAP) at the upper-intermediate level improves when thematic instruction is employed in the classroom. This is the first time that a theme-based integrated skills approach was implemented at the Department of Basic English (DBE), METU at the intermediate and upper-intermediate levels. With the outcome of the needs analysis carried out by the administration, it was realized that students at the preparatory s...
The effects of golf expertise and presentation modality on memory for golf and everyday items
Dijkstra, Katinka; MacMahon, Clare; Mısırlısoy, Mine (Elsevier BV, 2008-06-01)
The present study assessed whether golf expertise, presentation modality, and domain relevance affected memory for golf-related and everyday items. Forty-eight experienced golfers and 48 non-golfers were compared in their memory for golf-related ("putt to the hole") and everyday ("turn on the lamp") items. To-be-remembered items were presented verbally, visually, or were enacted. Enacted information was recalled best, followed by visually presented information. Combined effects of modality and golf expertis...
The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics
Erbaş, Ayhan Kürşat (Informa UK Limited, 2015-10-02)
The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The participants responded to a set of measures about personality traits, motivation, academic risk-taking, metacognition, and creative ability in mathematics. The results revealed that although openness to experience and c...
The remediation of children's helpless explanatory style and related unpopularity
Çetinkaya Aydın, Gamze (Springer Science and Business Media LLC, 1988-4)
The present study investigated the relationship between helpless explanatory style and children's social success with their peers. The effects of reattribution and success trainings on the remediation of helpless explanatory style and improvement of peer relations were also investigated. A total of 472 subjects from fourth and fifth grades were presented with the Children's Attribution Style Questionnaire and the Sociometric Test. Thirty unpopular and helpless subjects were selected and assigned to reattrib...
Citation Formats
N. Elibol-Pekaslan and B. Şahin Acar, “The use of episodic and semantic memory systems in classroom context regarding time delay and college experience level,” APPLIED COGNITIVE PSYCHOLOGY, pp. 701–713, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/38348.