How does the intetnion to memorize infulence how or how well we learn?
In an experiment, for the first groupt, no indication is given that we are actually interested in memory. The participants are then shown a series of word pairs on a computer screen. For each pari, they decide, as quickly as possible whether the two words are typed in the same case. This is called shallow processing. At the end of this sequence, they are asked to write down as many of the words as they can rememeber. This sort of procedure assesses incidental learning - that is, learning in the absende of any intention to learn.
A second group of participants is given the same instructions, but with one change. This group is also told that their memories will be tested, so that when the memory test arrives, it comes as no surprise. This is called intentional learning.
A third group is brought into the lap and told that we are studying how quickly people can make judgements about rhyme. Thse participants are doing what is called "medium processing". A fourt group is given the same rhyme task but is told in advance aobut the upcoming memory test.
The fifth and sixth groups are led to do deep processing - that is, to think about the meaning of the items. No warning was given to the fifthe group about a memory test. Participants in the sixth group are geven the same task but are warned.

When the time comes for recall, participants from the deep processing with no intention to learn perform quite well, whereas participants from shallow processing with no intention to learn do rather poorly. Attention to meaning really pays off for recall.
There is no difference between the incidental and intentional learning. The intention to learn seems to add nothing.

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