Remember and know judgements

Remember and know judgements

1. Remember: conscious awareness and recollection of learning something

2. Know: gut feeling but no conscious recollection of learning

3. Empirical evidence: Tulving 1982 - word pairs

   • free recall = richest memory rep, remember = related to richness of rep so free recall should = most remember judgements
     • results confirmed hypothesis

4. usually recognition tests because they generate the most know judgements

   • 1 and 2 step procedures
     • 1) judge straight away
     • 2) judge once recog confirmed
     • Gardiner added guess option otherwise too many 'knows'

5. Gardiner: variables that influence R/K judgements

   • increase remember but not know (Levels of processing)
     • increase know but not remember (divided attention)
       • increase know and decrease remember (non word vs word presentation
         • similar effect on both (long and short response deadlines)

6. Donaldson: different response criteria rather than qualitatively different processes

   • strength of mem corresponds to R and K judgements
     • problematic: implies semantic info is weaker than episodic
     • remember: strongest, but know: associated with semantic knowledge
     • Conway 1997: Longitudinal student study
       • MCT: remember, know, familiarity, guess
         • shift from remember to know thus disproves Donaldson
           • consistent with the idea that semantic memory is an abstraction of episodic