Powerful Effects of Diagnostic Information on Automatic and Self-Reported Evaluation: The Moderating Role of Memory Recall

We sometimes learn about certain behaviors of others that we consider diagnostic of their character (e.g., that they did immoral things). Recent research has shown that such information trumps the impact of other (less diagnostic) information both on self-reported evaluations and on more automatic evaluations as probed with indirect measures such as the Affect Misattribution Procedure (AMP). We examined whether facilitating memory recall of alternative information moderates the impact of diagnostic information on evaluation. In Experiments 1 and 2, participants learned one diagnostic positive and one diagnostic negative behavior of two unfamiliar people. Presenting a cue semantically related to this information during evaluation influenced AMP scores but not self-reported liking scores. Experiments 3 and 4 showed that elaborative rehearsal of low diagnostic information eliminated diagnosticity effects on AMP scores and reduced them on self-reported liking scores. These findings help elucidate the role of memory recall and diagnosticity in evaluation.

Skill Decay

With a focus on its intersection with the expertise literature, a number of conclusions arise from the present review of the skill/knowledge decay and retention literature. First, decay is more a matter of interference rather than simply the forgetting of information and processes through the passage of time. Second, decay is highly dependent on task and situational factors. Third, decay on complex tasks appears to be smaller than that observed for simple tasks. Fourth, retention is generally stronger with more practice, elaborative rehearsal, and greater mastery—expertise—of the task. Fifth, although related, retention, reacquisition, and transfer are meaningfully distinct. Sixth, there is very limited empirical research that integrates the study of expertise in the context of skill acquisition with the study of decay, adaptable performance, and enhancing retention (or mitigating loss) in complex real-world performance domains. Intersecting these rich yet separate literatures would be of great theoretical and practical value and warrants future research attention.

Efektivitas Metode Tamyiz terhadap Memori dalam Mempelajari Alquran pada Santri Pondok Pesantren Quran

One way to memorize and understand the Qur'an is to learn Arabic. Learning Arabic is still considered a difficult thing for most people. Also, students who studied the Qur'an are only able to read and memorize the verses of the Qur'an without understand the meaning of these verses. This study aims to determine the effect of Tamyiz Method on memory in learning Qur'an. This research used true-experimental method with before match after design. The subjects were students of Islamic boarding school of Qur'an Al-Lathifah, each consisting of 35 people in the experimental group and the control group. The result shows that Tamyiz Method influences memory in learning Qur'an. This method has repetition process, that is elaborative rehearsal and there is mnemonic learning strategy. Qur’an is memorized using imagination and word made using popular songs, making it easier for students in saving information in long-term memory.