Essay on Effective Instructions on Recall

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

Memory retention is essential to all human beings. It is a fundamental function of our brain: whether it be memorizing people’s names, memorizing math formulas, or memorizing the location of the car keys. We all recognize the importance of memorization and we all seek ways to improve our memory retention skills.

In the last half century several theories have emerged with regard to the best model for human memory. In each of these models there was a specific way to help people recall words and

This experiment is based on previous research done. For example, in 1969, in a research by Bower and Clark, no difference in the immediate recall scores of both groups was noted, but when later asked to recall, those who used narrative chaining recalled an average of 93% of the words compared to the control group which only recalled an average of 13% of words. In another experiment, participants who used narrative chaining remembered six times more information than participants who learned by simply repeating the words to themselves (Loftus, 1980). Narrative chaining is particularly useful when a person wants to remember information in a particular order. The aim of the study is to investigate the effectiveness of narrative chaining on memory. It is hypothesized that in a group of 59 participants aged 10-69 years old, participants who use narrative chaining to remember a list of words will remember a higher number and percentage of words when asked to write down as many words as possible through serial recall compared to participants who use maintenance rehearsal.

The multi-store model of memory (eg, Atkinson and Shiffrin 1968) claims the memory can be sectioned into three distinctive parts: sensory store, short-term store (STM) and long-term store (LTM). Eysenck and Keane (2005:190) states that data is first encountered by the sensory store, then depending on the attention given, is processed to the STM and finally - if rehearsed - continues to the LTM.

The current study was created to retest reproducibility of Slamecka and Graf results about participants remembering words better when they generated the words than when they read the words in a sample of undergraduate students at Texas A&M University (Slamecka and Graf, 1978). Nineteen undergraduate students at Texas A&M University participated in an experiment where one group was given a set of words and were told to memorize the words. The other group was given one word and the first letter of the second word and was told to generate the second word. It was hypothesized that the group with the participants who generated the second word would remember those sets of words better than the other group. Results showed that the group who generated the second word significantly memorized the words better, the p value being < .05. More in depth explanations involving more variables are discussed such as the five rules, or the within subjects, and their effect on the generation effect as well as future directions.

Research has shown that there is “greater activation in the left inferior frontal and medial temporal lobes” (Stanford, 2006, p. 208) during the encoding of words which were later remembered as compared to those which were forgotten. The sensations perceived by sensory nerves are decoded in the hippocampus of the brain into a single experience (Mastin, 2010). The hippocampus analyses new information and compares and asssociates it with previously stored memory (Mastin, 2010). Human memory is associative in that new information can be remembered better if it can be associated to previously acquired, firmly consolidated information (Mastin, 2010). The various pieces of information are then stored in different parts of the brain (Mastin, 2010). Though the exact method by which this information is later identified and recalled has yet to be discovered, it is understood that ultra-short term sensory memory is converted into short term memory which can then later be consolidated into long term memory (Mastin, 2010).

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

Students will recall these kinds of memories because they were semantically encoded, and semantic encoding increases the likelihood of retrieving memories. participants recall these memories without

There are three different basic processes of memory: encoding, storage, and retrieval. Memory is the process by which we recollect prior experiences, information, and skills learned in the past. This lab focuses on altering the retrieval stage. The retrieval stage consists of returning and locating memory that is stored and bringing it to conscious thought. To be able to retrieve this information, one must know knowledge of proper procedures. There is certain information in our memory that is so familiar to us that it can be very difficult to forget. The method of retrieval depends on how a person encodes it from the start. (Rathus, 2010).

Cognitive psychology deals with the mental aspects of processes such as memory where there are many methods, known as mnemonics, which attributes to the expansion of information that can be retained by a person. One method used is chunking, the practices of taking chunks of separate information and organizing them into larger units so that information becomes easier to recall, which is demonstrated in Tulving’s “Subjective Organization in Free Recall of ‘Unrelated’ Words” (1962). Tulving (1962) aim to measure the extent of recall on verbal items when presented in different orders. Tulving asked sixteen female undergraduates to learn a list of 16 words that would be presented on sixteen separate trials, each trial had the words in a different

Huffman & Dowdell (2015, p.218) defines memory as the internal record of previous events or experiences. Memory is a constructive process where the information is organized and shaped, while being processed, stored and retrieved (Huffman & Dowdell, 2015, p.218). Sometimes this construction leads to errors and constructs false memories. Huffman & Dowdell (2015, p.219) describes three basic operations of memory; encoding, storage and retrieval. They define encoding as the processing the information into the memory system. Storage is defined as retention of the information which has been processed. And they defined retrieval as recovery of the stored information. They compared these three operations of the memory to functioning of the computer, where the input data is first encoded, then stored on a flash or drive and finally the information is retrived from the stored files. In order to do well, the student must

Memory is defined in our textbook Mastering the World of Psychology, as the process of encoding, storages, and retrieving information. There are three processes in memory. The three processes are encoding, storage, and retrieval. The first process in memory is encoding. Encoding is “the process of transforming information into a form that can be stored in your memory.” The second process in memory is storage. Storage is “the process of keeping or maintaining information in your memory.” The last and final process in memory is retrieval or retrieving. Retrieval is “the process of bringing to mind information that has been stored

Various memory retention techniques have been identified throughout the centuries. Several sources have explained why these techniques should be used and of their effectiveness. More recently, a 2009 report was released by Association for Psychological Science, where learning techniques were analyzed and their effectiveness explained. Some of the techniques from this report will be mentioned, but the focus is more on how each that are presented relate to my own personal experience towards.

The brain memorization process is very complex. Known as engrams, the brain encodes the experiences “by strengthening the connections between groups of participant neurons” (Schacter, 1996). Once formed, engrams vegetate until familiar signals bring them back into memory. There are two types of encodings: shallow and elaborative. Used on a daily basis, the brain practices’ shallow encoding to store short-term memory. An example, in classroom practices of shallow encoding, is the homework page and exercises assigned. On the other hand, long-term memory storage happens thru elaborative encoding by creating associations and connections with prior knowledge. For instance, in a classroom