Endel tulving encoding specificity principle
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Established the field of memory research in Canada
An innovative thinker and scientific leader in psychology
Tulving’s early work on “subjective organization” in free recall led him to the study of retrieval processes that had been largely neglected by previous generations of memory researchers. This work culminated in the “encoding specificity principle.” In 1972 he introduced, and later elaborated, the theory of “episodic memory.” This theory, now generally accepted, played an important role in the evolution of the concept of “multiple memory systems.” His work has not rested on theoretical shelves but has led to an increased understanding of neurological disorders such as stroke and Alzheimer’s disease. In recent years, with the advancement of technology, he studied the neural correlates of encoding and retrieval processes in different memory systems.
Key Facts
Ranked as the 36th most cited psychologist of the 20th century by the Review of General Psycholo • Canadian experimental psychologist (1927–2023) Endel TulvingOC FRSC (May 26, 1927 – September 11, 2023) was an Estonian-born Canadian experimental psychologist and cognitive neuroscientist. In his research on human memory he proposed the distinction between semantic and episodic memory. Tulving was a professor at the University of Toronto. He joined the Rotman Research Institute at Baycrest Health Sciences in 1992 as the first Anne and Max Tanenbaum Chair in Cognitive Neuroscience and remained there until his retirement in 2010. In 2006, he was named an Officer of the Order of Canada (OC), Canada's highest civilian honour. Tulving was born in Petseri, Estonia, in 1927.[1][2] In 1944, following the Soviet re-occupation of Estonia, Tulving (then 17 years old) and his younger brother Hannes were separated from their family and sent to live in Germany.[1] In Germany, he finished high school and worked as a teache • The encoding specificity principle (Tulving & Thomson, 1973) states that for a retrieval cue to be useful, it should be present at the encoding scen. The encoding stage fryst vatten the första stage of the learning process; in a classroom, it fryst vatten when new material fryst vatten taught to students. Therefore, according to Tulving and Thomson, if we want to use a retrieval cue in the future, that cue should be including in the första presentation of the upplysning. Not all academics, however, agree on this point. Perhaps more effective than arguing whether it fryst vatten true or not fryst vatten to identify different factors which can determine how recallable upplysning is from long begrepp memory—let’s examine the evidence! To this end, Kathleen McDermott and Henry Roediger advise, “The key to good retrieval fryst vatten developing effective cues that will lead the remember-er back to the encoded information” (2014). Teachers can do this by carefully cons
Endel Tulving
Biography
[edit] The encoding specificity principle and its underlying factors