The Use of Episodic and Semantic Memory Systems in Classroom Context

Date

2018-01-06

Author

Elibol Pekaslan, Nur
Şahin Acar, Başak

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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

classroom context,, college experience,, episodic memory,, semantic memory,, time delay

URI

https://hdl.handle.net/11511/82352

DOI

https://doi.org/10,1002/acp.3447

Conference Name

Budapest CEU Conference on Cognitive Development 2018 (BCCCD 2018), (4 - 06 Ocak 2018)

Collections

Department of Psychology, Conference / Seminar

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Citation Formats

N. Elibol Pekaslan and B. Şahin Acar, “The Use of Episodic and Semantic Memory Systems in Classroom Context,” presented at the Budapest CEU Conference on Cognitive Development 2018 (BCCCD 2018), (4 - 06 Ocak 2018), 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/82352.