Recently, debate has arisen over Craik and Lockhart's (1972) depth-of-processing framework. Attention has centered on the existence of a progressive linear hierarchy which is hypothesized to be the locus of the learning process. The term ‘subject's selective learning’ is used to bring a new perspective to this theory. This term asserts that what a subject is required to do in a particular learning situation will determine the durability of the memory trace as well as the type of trace. Changes in the situational requirements will bring changes in the trace ‘depth.’
Get full access to this article
View all access options for this article.
References
1.
BaddeleyA. D.The trouble with levels: A reexamination of Craik and Lockhart's framework for memory research. Psychological Review, 1978, 3, 139–152.
2.
CraikF. I.LockhartR. S.Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 1972, 11, 671–684.
3.
KirsnerK.An analysis of the visual component in recognition memory for verbal stimuli. Memory & Cognition, 1973, 1, 449–453.
4.
KliemanG. M.Speech recoding in reading. Journal of Verbal Learning and Verbal Behavior, 1975, 14, 323–339.
5.
MorrisC. D.BransfordJ. D.FranksJ. J.Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 1977, 16, 519–533.
6.
PiedmontR. L.KaysonW. A.Effects of task instructions and passage difficulty on semantic and nonsemantic processing of linguistic ideas. Psychological Reports, 1979, 45, 83–88.
7.
RothkopfE. Z.Incidental memory for location of information in text. Journal of Verbal Learning and Verbal Behavior, 1971, 10, 608–613.
