Chunking And Long-Term Memory Paper

S states that there are four phases to the human memory. He suggests that using a filing cabinet approach to learning things help with memorization. “Human memory is a four - stage process: input, encoding, rehearsal, and retrieval. A problem at any stage affects memory and learning”, (S, 2013). The author goes on to discuss how each process works within his system of learning and memorizing. Inputting information into the filing cabinet is through sensory. We are using taste, smell, sight, hearing and touching at this point just to organize and get the information into the brain but not memorizing or learning anything yet. This phase is the same as the first step in “Tips from the Science of Memory-for Studying and for Life”. Arranging the information in a way that it gives the best structure for remembering it. Next, we encode the information with short term memory, only knowing that the information is there but it is not yet fully understood or committed to long term memory. After that we will rehearse and practice the information that is organized and filed neatly in the filing cabinet because now we know where to go to look for the correct information when we need it for retrieval, the final step of the process. We need to know where to look for the things we have rehearsed and practiced over and over, this information is now committed to long term memory and the only way to keep what we have learned in long term memory is to rehearse it continuously. The author gave some tips on how to maximize our memory capabilities such as studying in a well-lit area, be organized with study material and have everything you need before beginning, get 6-8 hours of sleep every night, and take planned breaks during studying

He author a paper that was one of the most quoted papers in the field. The Magical Number Seven, Plus or Minus Two, suggested new ideas about the way immediate memory works, stating that short term memory is limited to holding about seven “chunks’ of information. This limit applied to short term memory and other cognitive processes, like distinguishing different sound tones and perceiving objects at a glance. Chunking is a diverse phenomenon in psychology and cognitive science. Free recall amongst other tests can demonstrate “Chunking,” the task requires individuals to repeat items they had been previously instructed to study. The probability of recall is bigger when chunking is used. Chunking is considered a flexible way of learning. Miller observed that some human cognitive tasks fit the model of a “channel capacity,” but short term memory did not. An assortment of studies could recap by stating that short term memory had a capacity of about “seven plus or minus two chunks. Miller recognized that we are not very definite about what constitutes a chunk of information. According to his theory, it should be possible to increase short term memory for low information content successfully by mentally recording it into smaller higher information content. Chunking as a memory mechanism can be observed in the way we group number and information in our day to day life. Different kinds

In Chapter 7 of our What Is Psychology textbook, we learned about the importance, details and strategies of memory techniques. One type of memory is Short Term, which only last up to thirty seconds before forgetting. Whenever has to remember a number or a name, they often repeat the information multiple times so that the Short Term Memory can transition into Long Term Memory. In order for this transition to occur, the information must be constantly repeated, or important enough to be held in the permanent memory, which helps create a “folder” with all retaining information and reminiscing. Another way short term can become long term is using a method called Chunking, this breaks the bigger pictures into smaller ones for the brain to remember,

According to Ben Zimmer, in “Chunking” children can use it as an everyday memory enhancer, but he also claimed that some researchers have also found that chunking can improvise our ability to efficiently remember information all at once. However, Zimmer also emphasized that one prominent critic was not favorable of the idea because other importance of language such as ordinary vocabulary, punctuation and grammar might get prioritized. Nonetheless, he believed that the methodology of the chunking had been making a very promising approach into English instruction. In fact, he pointed out that children, native speakers and computer-driven analyst have proven that chunking was extremely effective. He clarified that Lexical Chunking already

Throughout the years, studying methods have always been an imperative topic in the field of memory research. Students and instructors are specifically concerned with such matters in order to improve learning, performance and retention. Among all the approaches, two have been the center of attention: massed practice and distributed practice. Distributed practice and massed practice are two entirely different methods of learning. Massed practice is done in one block of time whereas distributed practice is done by spreading out our study over time. (book) “The classical definition of massed practice is continuous practice with little or no pauses for rest even of short

Mnemonic strategies are interactive images, which are used to support the memory associations are also used in the method of connection, which is used to learn an ordered list of items. The peg-list method can be used to learn sorted lists because actually built on the interactive images that combine a couple of words, word a plug with a white-list of words. Similarly, the method of loci can be seen as the peg-list method, as a way to learn a list of words by forming associations between

According to Shiffrin & Atkinson (1969), long-term memory is defined as the processes by which information is stored in and retrieved from. The two processes involved in long-term memory are encoding and retrieval. Encoding refers to the process in which information is learned and converted into a memory representation, whereas retrieval refers to accessing previously stored information (Shiffrin & Atkinson, 1969). The two forms of long-term memory are declarative or explicit memory and non-declarative or implicit memory. Declarative memory (DM) refers to subsystems of long-term memory that can be deliberately, intentionally or consciously recollected. These subsystems are known as episodic memory and semantic memory (Squire, 1992). Episodic memory is defined as the long-term memory subsystem that stores information about past events, occurrences or episodes related to an individual 's life and is used to recall such events or episodes. Semantic memory is a long term memory system that stores and recollects facts and general knowledge (Squire & Zola, 1998). Recognition or recall tasks are usually used to measure DM (Wagner et al, 1998). Non-declarative memory (NDM) refers to the memory subsystem that impacts recent perceptions and behaviour without knowledge, consciousness and intent. The subsystem within NDM involved in long-term memory is known as procedural memory (Squire, 1992).The NDM of skills is termed as procedural memory. The process involves learning a skill or

Define “hearing.” 3 points. Hearing is the body’s physical process of decoding sounds when they trike an eardrum.

One of the oldest memorization methods is chunking. This is taking items into groups called trunks, so that they can easily be memorized. These way individuals can improve how they remember the items by their larger association. A common chunking example is phone numbers. It would be hard for an individual to remember single numbers 5-3-6-1-8-9-2 but it easier to remember 536-1892. This was the assertion of psychologist who believed that individuals could only store five (5) to nine (9) items, while having the ability to hold four (4) chunks of information. Therefore, chunking information increases the capacity of memory to hold more

Long-term memory retrieval is how information is pulled from long-term memory. The information is pulled by using different cues. There is recall. This information is pulled in the absences of a cue. It is like fill in the blank. There is recollection. This is involves clues and memories to rebuild the information based on the pieces. There

Certain aids can be applied to learning and studying effectively. These aids can include things like paraphrasing critical information, making predictions about upcoming text information, and identifying unknown words in text. Other preferred strategies used are mnemonics for aiding in memorization. Things like listing terms or ideas related to a subject or text can be helpful and providing characteristics and bullet points in notes. The author also tries to use summarization of key information in their own words. “Good learners use these strategies to make their learning more efficient…” (Pashler, 2009).

Besides mnemonics, another example and explanation of how information can be retrieved from memory is cues.When students take a test, they can always find the cues in the questions and that can help them get to the correct answer.It is the reason why we always do better on multiple choices questions than in the filling in blank or recalling

The topic of memory was fascinating, it started with the jigsaw sharing of the process of memory(encoding->storage->retrieval). It reminded me of project MK ULTRA, a CIA project designed to control the mind. Such technique included altering memories of subjects and implanting false memories for subjects to assist America in espionage activities.

Discovering Psychology describes memory as, “the mental processes that enable [a person] to retain and retrieve information over time.” When information is brought into the brain, it travels from the sensory memory to the short term memory. If this information is deemed important, it is then encoded and stored. In order to retrieve this information (i.e., memory) a person might need to use a mnemonic. Mnemonics refers to a group of strategies used for memory recall. These devices have been used since the times of Ancient Greece. Most already use mnemonics without even knowing it, while others employ

Interference of other material also plays a role in the short-term forgetfulness. It is hard for the brain to focus on committing more than one thing memory at a time. The old stuff is bumped out by the new stuff, which is a big contributor to why you forget. Our short-term memory seems to have a limited amount of places to hold this temporary data. This is an area that has been studied a lot. There are different theories about how much we actually retain before it is pushed out by the next thought. Chunking makes remembering easier as well. It involves grouping information into familiar stimuli so it can be stored as a single unit. This takes up fewer memory slots and makes remembering smoother. The chunks are effective when they are associated with something familiar to the individual. This ties into the long-term memory because that is where you draw the familiarity.