The verbatim traces retain the surface features and the scenario-specific details of the information representations. (Brainerd & Reyna, 1993; Lampinen, Leding, Reed & Odegard, 2006). The memory of surface features or of the way certain words, sentences or structures are presented (the verbatim memory) normally lasts only a very short period of time.


Verbatim Traces

The gist traces capture the essence and meanings of the representation in a general and prototypical sense (Brainerd & Reyna, 1993; Lampinen, Leding, Reed & Odegard, 2006).
They can be classified as global gists or local gists.


Gist Traces

- One of the key arguments that the theory makes is that when people process knowledge representations, they create two memory traces that vary in the degrees of specificity, that is, the gist traces and verbatim traces. (Brainerd & Reyna, 1993; Lampinen, Leding, Reed & Odegard, 2006).
- The Fuzzy Trace Theory argues that memory and reasoning not only operate in dissociation with each other, but may also be obstructive to each other’s operations (Brainerd & Reyna, 1993; Reyna & Kiernan, 1994).


Macalester College

Pre-concepts needed to understand study:
- Visual argument theory
- Fuzzy Trace Theory 
- Verbatim traces
- Gist traces

Pre-concepts (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)

Jeng-Yi Tzeng, (2010) Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading. National Tsing Hua University. United Kingdom Literacy Association. Journal of Research in Reading, ISSN 0141-0423 DOI: 10.1111/j.1467-9817.2009.01404.x Volume 33, Issue 2, 2010, pp 128–147


Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading


It proposes that graphical representations can communicate information more effectively than text, because they visuospatially manifest the structural information underlying the text, and reduce readers’ cognitive effort while they are interpreting or capturing the unarticulated message (Robinson & Schraw, 1994; Vekiri, 2002).


Learn Before

Related

Learn After