The use of episodic and semantic memory systems in classroom context regarding time delay and college experience level
Applied Cognitive Psychology, vol.32, no.6, pp.701-713, 2018 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 32 Issue: 6
- Publication Date: 2018
- Doi Number: 10.1002/acp.3447
- Journal Name: Applied Cognitive Psychology
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
- Page Numbers: pp.701-713
- Ankara Yıldırım Beyazıt University Affiliated: Yes
Abstract
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.