Memory Transfer Process: An Extension of the Sternberg Paradigm
Research conducted by Sternberg (1969) has suggested that there is a transfer process, a cognitive process for activating stored knowledge. His research and that of those who have replicated and extended it have concentrated on distinct declarative lists of information. In two experiments, we have s...
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| Veröffentlicht in: | The American journal of psychology 1992, Vol.105 (1), p.59-73 |
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| creator | Van Dusen, Lani M. Britton, Bruce K. Glynn, Shawn M. |
| description | Research conducted by Sternberg (1969) has suggested that there is a transfer process, a cognitive process for activating stored knowledge. His research and that of those who have replicated and extended it have concentrated on distinct declarative lists of information. In two experiments, we have sought to extend this area by studying the cognitive processes for activating an action plan, a sequence of mental operations executed to achieve a goal. Results showed that (a) longer action plans took more time to activate, and (b) when the activation process was interrupted before completion, the process had to be restarted from its beginning after the interruption had been dealt with. These results were interpreted as evidence for a time-consuming transfer process in which the elements of action plans are transferred from long-term store to short-term store. These results are compared with other current data on the transfer process, and implications for the use of controlled knowledge in cognitive tasks are discussed. |
| doi_str_mv | 10.2307/1422981 |
| format | Article |
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His research and that of those who have replicated and extended it have concentrated on distinct declarative lists of information. In two experiments, we have sought to extend this area by studying the cognitive processes for activating an action plan, a sequence of mental operations executed to achieve a goal. Results showed that (a) longer action plans took more time to activate, and (b) when the activation process was interrupted before completion, the process had to be restarted from its beginning after the interruption had been dealt with. These results were interpreted as evidence for a time-consuming transfer process in which the elements of action plans are transferred from long-term store to short-term store. These results are compared with other current data on the transfer process, and implications for the use of controlled knowledge in cognitive tasks are discussed.</description><subject>Adult</subject><subject>Attention</subject><subject>Automobiles</subject><subject>Biological and medical sciences</subject><subject>Cognition</subject><subject>Cognition & reasoning</subject><subject>Cognitive processes</subject><subject>Cognitive tests</subject><subject>Conceptual frameworks</subject><subject>Experimental psychology</subject><subject>Experimentation</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>Knowledge</subject><subject>Learning theory (Psychology)</subject><subject>Learning, Psychology of</subject><subject>Learning. Memory</subject><subject>Male</subject><subject>Memory</subject><subject>Memory interference</subject><subject>Memory recall</subject><subject>Memory, Short-Term</subject><subject>Mental Recall</subject><subject>Problem Solving</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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His research and that of those who have replicated and extended it have concentrated on distinct declarative lists of information. In two experiments, we have sought to extend this area by studying the cognitive processes for activating an action plan, a sequence of mental operations executed to achieve a goal. Results showed that (a) longer action plans took more time to activate, and (b) when the activation process was interrupted before completion, the process had to be restarted from its beginning after the interruption had been dealt with. These results were interpreted as evidence for a time-consuming transfer process in which the elements of action plans are transferred from long-term store to short-term store. These results are compared with other current data on the transfer process, and implications for the use of controlled knowledge in cognitive tasks are discussed.</abstract><cop>Champaign, IL</cop><pub>University of Illinois Press</pub><pmid>1605325</pmid><doi>10.2307/1422981</doi><tpages>15</tpages></addata></record> |
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| ispartof | The American journal of psychology, 1992, Vol.105 (1), p.59-73 |
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| source | MEDLINE; Periodicals Index Online; Applied Social Sciences Index & Abstracts (ASSIA); JSTOR Archive Collection A-Z Listing |
| subjects | Adult Attention Automobiles Biological and medical sciences Cognition Cognition & reasoning Cognitive processes Cognitive tests Conceptual frameworks Experimental psychology Experimentation Female Fundamental and applied biological sciences. Psychology Humans Knowledge Learning theory (Psychology) Learning, Psychology of Learning. Memory Male Memory Memory interference Memory recall Memory, Short-Term Mental Recall Problem Solving Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychomotor Performance Reaction Time Recognition (Memory) Recognition (Psychology) Retention (Psychology) Social research Teachers Testing Transfer (Psychology) Warnings |
| title | Memory Transfer Process: An Extension of the Sternberg Paradigm |
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