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The Episodic Context Account - en fallstudie
Umeå University, Faculty of Social Sciences, Department of Psychology.
2018 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

Abstrakt

Testbaserat lärande är en inlärningsmetod med robust empiriskt stöd. Flera teoretiska ansatser avser förklara fenomenet, en av dessa är the Episodic Context Account som starkt betonar episodiskt minne vid inlärning och senare ihågkomst. Föreliggande fallstudie har avsett undersöka om en person (MS) med episodisk minnesstörning kan tillgodogöra sig Testbaserat lärande utifrån den teoretiska ansatsen ”the Episodic Context Account”. Den föreliggande studien inkluderar två inomgrupps experiment. I Experiment 1 jämfördes MS resultat med en kontrollgrupp (n =11). Deltagarna studerade 40 lettisk-svenska ordpar, varav 20 ordpar utifrån betingelsen testbaserat lärande (Test) och 20 utifrån upprepad inläsning (Study). Graden av ihågkomst mättes vid två tillfällen; direkt och efter en vecka. Experiment 2 utfördes på liknande sätt som Experiment 1, men med följande förändringar; ingen kontrollgrupp, material från en Litauisk-engelsk ordlista som påvisats vara relativt lätta att komma ihåg, antalet repetitioner under inlärningen utökades och antalet ordpar reducerades. Graden av ihågkomst mättes vid tre tillfällen; direkt, efter tre dagar och efter en vecka. I Experiment 1 framkom en signifikant testeffekt hos kontrollgruppen men inte hos MS. I Experiment 2 indikerade resultatet en testeffekt. Resultatet tyder på att den teoretiska ansatsen Episodic Context Account inte helt kan förklara testeffekten.

Abstract [en]

Abstract

Retrieval practice is a learning method with robust empirical support. Several theoretical approaches try to explain the phenomenon, one of which is the “Episodic Context Account” which strongly emphasizes episode memory in learning and subsequent retention. The present single-case study has been designed to investigate whether a person (MS) with episode memory impairment can benefit from retrieval practice based on the theoretical approach “The Episodic Context Account”. The present study included two within-subject experiments. In Experiment 1, MS results were compared with a control group (n = 11). The participants studied 40 Latvian-Swedish word pairs, where 20 word pairs were subject to retrieval practice (Test) and 20-word pairs to repeated study (Study). Level of retention was measured twice; immediate and after one week. Experiment 2 was performed similarly to Experiment 1, but with the following changes; no control group, material based on a Lithuanian-English wordlist known to be relatively easy to recall, the number of repetitions during practice was increased, and the number of word pairs was reduced. Level of retention was measured three times; immediate, after three days and after one week. In Experiment 1, the results of the controls supported the testing effect significantly, while the performance of MS showed no testing effect. In Experiment 2 the result indicated the presence of a testing effect. The results suggest that the theoretical approach the Episodic Context Account does not fully explain the testing effect.

Place, publisher, year, edition, pages
2018. , p. 19
Keywords [sv]
Testbaserat lärande, Episodic Context Account, testeffekt, episodiskt minne.
National Category
Psychology
Identifiers
URN: urn:nbn:se:umu:diva-148297OAI: oai:DiVA.org:umu-148297DiVA, id: diva2:1212212
Subject / course
Examensarbete i psykologi
Educational program
Study Programme for University Diploma in Psychology
Supervisors
Examiners
Available from: 2018-06-05 Created: 2018-06-01 Last updated: 2018-06-05Bibliographically approved

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CiteExportLink to record
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Citation style
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