What approach suggests memory is shaped by prior experiences and context?

The constructivist approach is grounded in the idea that individuals actively construct their own understanding and knowledge of the world, influenced heavily by their prior experiences and the context in which information is encountered. This perspective emphasizes that learning and memory are not merely about the passive receipt of information; rather, they are dynamic processes that involve integrating new information with what one already knows.

In this framework, memory is seen as unique to each person, shaped by previous experiences that help individuals make sense of new information. This implies that the context surrounding the learning experience, such as the environment, social interactions, and individual background knowledge, plays a critical role in how memory functions. For instance, a student might remember a lesson better if it is related to a personal experience or a real-world application relevant to their life.

In contrast, mnemonic techniques focus on strategies to enhance memory retention, recognition tasks involve identifying previously learned information, and retrieval cues pertain to hints or prompts that help individuals recall specific memories. While these concepts relate to aspects of memory, they do not encapsulate the broader influence of prior experiences and contextual factors in the same way that constructivist approaches do.