Visual mnemonics for pharmacology pdf

Your browser will redirect to your requested content shortly. This self-awareness of memory has important implications for visual mnemonics for pharmacology pdf people learn and use memories. When studying, for example, students make judgements of whether they have successfully learned the assigned material and use these decisions, known as “judgments of learning”, to allocate study time.

He could not imagine that the person engaged in such self-reflective processing did not exist”. 20th century, unobservable phenomena such as metacognition were largely ignored. Hart expanded upon limited investigations of FOK which had presupposed that FOK was accurate. The results of Hart’s study indicate that FOK is indeed a relatively accurate indicator of what is in memory. Since then, numerous metamemory phenomena have been studied, including judgments of learning, feelings of knowing, knowing that you don’t know, and know vs. Information flow from the meta level to the object level is called control, and information flow from the object level to the meta level is called monitoring.

Both monitoring and control processes occur in acquisition, retention, and retrieval. Consequently, this hypothesis implies that judgements regarding metamemory are based on an individual’s level of familiarity with the information provided in the cue. Therefore, an individual is more likely to judge that they know the answer to a question if they are familiar with its topic or terms and more likely to judge that they do not know the answer to a question which presents new or unfamiliar terms. Proposed by Koriat, the theory suggests that participants base their judgments on retrieved information rather than basing them on the sheer familiarity of the cues. According to Koriat, the participants themselves do not know whether the information they are retrieving is correct or incorrect most of the time. The quality of information retrieved depends on individual elements of that information. The individual elements of information differ in strength and speed of access to the information.

The competition hypothesis is best described using three principles. The first is that many brain systems are activated by visual input, and the activations by these different inputs compete for processing access. Secondly, competition occurs in multiple brain systems and is integrated amongst these individual systems. More competition, also referred to as more interfering activation, leads to poorer recall when tested. This hypothesis contrasts with the cue-familiarity hypothesis because objects similar to the target can influence one’s FOK, not just similar associates of the cues. It also contrasts with the accessibility hypothesis wherein the more accessible information is, the higher the rating, or the better the recall.

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