Dekontextualisering och generalisering av minnen för inlärda främmande ord
(2024) PSPR14 20241Department of Psychology
- Abstract (Swedish)
- När vi lär oss av nya erfarenheter är minnen till en början detaljrika och kontextspecifika, och är lättare att plocka fram när inlärningssituationen återinrättas. Med tiden och upprepade framplockningar tenderar dock vissa minnen att förlora kontextuella detaljer (dekontextualiseras), och bli åtkomliga för framplockning i nya situationer (generaliseras). Denna studie gjordes i syfte att undersöka under vilka omständigheter dessa processer sker. För detta ändamål designades ett 2*2 faktoriellt inomindividsexperiment. 17 testdeltagare fick lära sig associera 48 baskiska ord med sina svenska motsvarigheter under upprepade exponeringar, antingen mot samma eller mot varierad videobakgrund vid varje tillfälle. Uppgiften vid inlärning var... (More)
- När vi lär oss av nya erfarenheter är minnen till en början detaljrika och kontextspecifika, och är lättare att plocka fram när inlärningssituationen återinrättas. Med tiden och upprepade framplockningar tenderar dock vissa minnen att förlora kontextuella detaljer (dekontextualiseras), och bli åtkomliga för framplockning i nya situationer (generaliseras). Denna studie gjordes i syfte att undersöka under vilka omständigheter dessa processer sker. För detta ändamål designades ett 2*2 faktoriellt inomindividsexperiment. 17 testdeltagare fick lära sig associera 48 baskiska ord med sina svenska motsvarigheter under upprepade exponeringar, antingen mot samma eller mot varierad videobakgrund vid varje tillfälle. Uppgiften vid inlärning var antingen framplockningsövning (eng. retrieval practice) eller återstuderande (eng. restudy). Vid test mättes erinring av de baskiska ordens svenska översättningar och källigenkänning av ursprunglig inlärningskontext. Mot bakgrund av tidigare forskning förväntades en testeffekt (framplockningsövning>återstuderande) interaktionseffekt för erinring, och bättre källigenkänning vid återstuderande (ökad dekontextualisering vid framplockningsövning). Resultatet visade att experimentparadigmet replikerar tidigare forskning vad gäller testeffekt. Studien lyckades däremot inte finna något belägg för en interaktionseffekt för erinring, eller tydligt belägg för att framplockningsövning leder till ökad dekontextualisering. Flera svagheter med experimentparadigmet upptäcktes, och flera modifieringar föreslås för att bättre testa hypoteserna. (Less)
- Abstract
- When we learn from new experiences, memories are initially detailed and context-specific, making them easier to retrieve when the learning situation is reinstated. Over time and repeated retrievals, however, some memories tend to lose contextual details (decontextualize) and become accessible for retrieval in new situations (generalize). This study aimed to investigate under which circumstances these processes occur. For this purpose, a 2×2 factorial within-subject experiment was designed. 17 test participants learned to associate 48 Basque words with their Swedish counterparts through repeated exposures, either against the same or varied video backgrounds each time. The learning task was either retrieval practice or restudy. At test,... (More)
- When we learn from new experiences, memories are initially detailed and context-specific, making them easier to retrieve when the learning situation is reinstated. Over time and repeated retrievals, however, some memories tend to lose contextual details (decontextualize) and become accessible for retrieval in new situations (generalize). This study aimed to investigate under which circumstances these processes occur. For this purpose, a 2×2 factorial within-subject experiment was designed. 17 test participants learned to associate 48 Basque words with their Swedish counterparts through repeated exposures, either against the same or varied video backgrounds each time. The learning task was either retrieval practice or restudy. At test, recall of the Basque words' Swedish translations and source recognition of the original learning context were measured. Based on previous research, a testing effect (retrieval practice > restudy) was expected, as well as an interaction effect for recall, and better source recognition during restudy (increased decontextualization during retrieval practice). The results showed that the experimental paradigm replicates previous research regarding the testing effect. However, the study did not find evidence for an interaction effect for recall or clear evidence that retrieval practice leads to increased decontextualization. Several limitations with the experimental paradigm were identified, and several modifications are proposed to better test the hypotheses. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9155261
- author
- Padoan, Jakob LU
- supervisor
- organization
- course
- PSPR14 20241
- year
- 2024
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- minne, inlärning, complementary learning systems, competitive trace theory, memory, learning
- language
- Swedish
- id
- 9155261
- date added to LUP
- 2024-05-30 08:48:14
- date last changed
- 2024-05-30 08:48:14
@misc{9155261,
abstract = {{When we learn from new experiences, memories are initially detailed and context-specific, making them easier to retrieve when the learning situation is reinstated. Over time and repeated retrievals, however, some memories tend to lose contextual details (decontextualize) and become accessible for retrieval in new situations (generalize). This study aimed to investigate under which circumstances these processes occur. For this purpose, a 2×2 factorial within-subject experiment was designed. 17 test participants learned to associate 48 Basque words with their Swedish counterparts through repeated exposures, either against the same or varied video backgrounds each time. The learning task was either retrieval practice or restudy. At test, recall of the Basque words' Swedish translations and source recognition of the original learning context were measured. Based on previous research, a testing effect (retrieval practice > restudy) was expected, as well as an interaction effect for recall, and better source recognition during restudy (increased decontextualization during retrieval practice). The results showed that the experimental paradigm replicates previous research regarding the testing effect. However, the study did not find evidence for an interaction effect for recall or clear evidence that retrieval practice leads to increased decontextualization. Several limitations with the experimental paradigm were identified, and several modifications are proposed to better test the hypotheses.}},
author = {{Padoan, Jakob}},
language = {{swe}},
note = {{Student Paper}},
title = {{Dekontextualisering och generalisering av minnen för inlärda främmande ord}},
year = {{2024}},
}