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Changes in memory awareness during learning: the acquisition of knowledge by psychological undergraduates
journal contributionposted on 2023-06-07, 19:01 authored by Martin A Conway, John M Gardiner, Timothy J Perfect, Stephen J Anderson, Gillian M Cohen
First-year psychology students took multiple-choice examinations following each of 4 lecture courses and 3 laboratory research methods courses. One lecture course was later retested. Students indicated state of memory awareness accompanying each answer: recollective experience (remember), "just know" (know), feeling of familiarity (familiarity), or guess. On the lecture courses, higher performing students differed from other students because they had more remember responses. On research methods, higher performing students differed because they knew more, and in the delayed retest, higher performing students differed because they now knew rather than remembered more. These findings demonstrate a shift from remembering to knowing, dependent upon level attained, type of course, and retention interval, and suggest an underlying shift in knowledge representation from episodic to semantic memory. The authors discuss theoretical and educational implications of the findings.
JournalJournal of Experimental Psychology: General
PublisherAmerican Psychological Association
Department affiliated with
- Psychology Publications
NotesCo-main author. Substantial contributions to Introduction and Discussion sections.
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