| Chapter 1: | Study One: Introduction / Overview of Study Goals |
It should be mentioned here that, although learning is viewed as intentional in the research detailed here, learning is not always active or intentional. Although we may set out to solve a particular dilemma or question, often we will encounter other information that is useful, but not related to the question at hand. Incidental learning happens when we find information that answers a secondary or previously posed question (Hess, 1999). Though not intentionally sought, this new information would be incorporated into our mental model the same way that intentionally sought information would be applied. Postman (1964) defined incidental learning as occurring when learning is not intended and indicated that there is no need to make a distinction between incidental and intentional learning as they are both based on the same underlying principles.
The Learning Process
Memory is the central mechanism in the learning process, such that all information encountered by an individual is encoded, stored, and retrieved from memory. Therefore, althoughlearningmay be the process of encoding, storage, and retrieval of information,memoryis the processor that makes it possible.
There has been a great deal of research on memory, from defining memory to understanding its structure and mechanisms. In attempts to define memory, several definitions and types of memory have emerged. For instance, iconic memory is the storage of brief visual displays (Sperling, 1960). Also, episodic memory is based on past experiences, whereas semantic memory is based on meanings created through knowledge of symbols, concepts, and rules of interpretation (Tulving, 1972). Specifically, semantic memory is a memory model in which nodes are connected by associative links, which are based on meanings (Quillian, 1968). Through these interconnections, further meaning is derived, which goes beyond a simple word definition to the full concept embodied by the word.