Levels of processing: Past, present... and future?

By Fergus I. M. Craik. Memory, 2002

653 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/42b62941e8a6214b7be2e83285fb28667c3af0d3

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In Cognitive Neuroscience

Citations in the corpus

Separate mnemonic effects of retrieval practice and elaborative encoding (2012, background): “Consequently, elaboration may enhance memory because it increases the number of retrieval cues that are potentially effective for recovering elaborated items (see Craik, 2002; Craik & Tulving, 1975; Hunt & McDaniel, 1993; Jacoby & Craik, 1979; Lockhart & Craik, 1990; see too Nairne, 2002).”
Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, background): “9781412984010 Craik, F. I. (2002). Levels of processing: Past, present. and future? Memory, 10, 305–318. http://dx.doi.org/10.1080/09658210244000135 Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–”
Job Design and the Employee Innovation Process: The Mediating Role of Learning Strategies (2012, neutral): “With regard to cognitive learning strategies, dual process models of cognition posit that deliberate, intentional, and analytical modes of cognition stimulate the learning of new facts and rules and the organization of knowledge (Craik 2002; Smith and Decoster 2000).”
Working Memory Maintenance Contributes to Long-term Memory Formation: Neural and Behavioral Evidence (2005, background): “…(Nairne, 1983; Craik & Watkins, 1973; Woodward, Bjork, & Jongeward, 1973), leading some to suggest that WM maintenance and LTM formation might be functionally and neurally independent (Craik, 2002; Baddeley, 2000; Craik & Lockhart, 1972; Baddeley & Warrington, 1970; Shallice & Warrington, 1970).”
Forgotten but not gone: the recall and recognition of self-threatening memories (2008, neutral): “Self-threatening feedback (e.g., You would refuse to lend classnotes to a friend who was ill) will receive relatively shallow processing (Brown & Craik, 2000; Craik, 2002).”
Mnemic neglect: Selective amnesia of one’s faults (2016, background): “Even when people attend to, and encode, such self-threatening feedback, due to the action of the self-protection motive, they should process self-threatening feedback in a shallow or non-elaborative manner (Brown & Craik, 2000; Craik, 2002; Klein & Loftus, 1988).”
Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness (2012, background): “Extinction and reconsolidation can depend on numerous factors, such as level-of-processing (Craik, 2002), emotional salience (Kensinger and Schacter, 2005), the amount of attention paid to a stimulus (Loftus, 1979), the expectations at encoding regarding how memory will be assessed later (Frost,…”