Elaborative Rehearsal

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 conditioned a dog to make it drool at the ring of a bell. Normally

Some scientists believe that parts of long term memory are permanent while others will eventually weaken over time. (3) Long term memory can be divided into three sections: procedural memory, declarative memory, and remote memory. Procedural memory includes motor skills such as learning how to ride a bike or how to drive a car. "Such memories are slow to acquire but more resistant to change or loss." (4) Declarative memory is used to remember facts, such as names, dates and places. It is easy to learn but also easy to lose. Finally there is episodic memory, which is the record of events that a person stores throughout his or her experience. Recent studies show that these events, as soon as they occur, are sent to a temporary part of the brain called the hippocampus, and that over time they are moved to the neocortex for permanent storage. (5).

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).

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.

By doing so is finding support for hypothesis, “AA reflects a failure to consolidate short-lived encoded information into a durable form of memory” (Chen and Wyble,2016). In other words, AA shows brief information does not become a permanent and stable memory, stored in long-term memory. In order, find supporting evidence the authors performed 5 experiments. The first experiment tested consisted of elimination of AA by having participants report an attribute of the stimulus instead of the location, in order to separate the dependence of AA and location. The results suggested location information of the target was automatically stored. Experiment two tested, if AA only occurred because of the familiarity and repetition of targets However, despite eliminating the familiarities and repetition of targets AA still occurred. Lastly, the last three experiments were identical, but with changes in variables and tested the hypothesis. Experiment 3a results showed a weakening in AA by forcing the participants to consolidate the key attribute into memory. Experiment 3b showed the weakening in 3a was caused by having participants maintaining attributes in memory after delayed tasks. Lastly, 3c provided support the previous experiments in which participants were able to find the

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 results show that there is a difference in the words being recalled in the imagery method and in the words being recalled in the rote rehearsal method. The data showed that there was a greater amount of words recalled by imagery than there was in rote rehearsal. Rote rehearsal had a mean value of 8.28, which wasn’t that close to imagery. Imagery had a mean value of 12.96. The median and mode for rote rehearsal had a value of 8, and both the median and mode for imagery had a value of 13. It wasn’t until the standard deviation that rote rehearsal increased higher than imagery. Rote rehearsal had a standard deviation of 5.11, while imagery had a standard deviation of 4.67.

Elaborative rehearsal is a thinking process. A technique to help the short-term memory store the thoughts and or ideas. After the memory pass through short-term memory, it continues into long-term. The concept comes from relating new concepts to the old concepts, which are already in the long-term memory, so the new ones stick. Basically, to remember something by relating it to something familiar that's already in your long-term memory. Functioning at the comprehension and application levels of thinking is used in the elaboration. An example is remembering the SMARTS acronym, to allow me to remember specific, measurable, achievable, results-orientated, time-bound, and supportive. Another example is taking defining words from your notes and

Using paired wordlists of nouns, Bower and Gordon demonstrated this in their 1970 experiment. In their study, they had undergraduate students learn paired wordlists by one of four methods – rehearsal of the two words; reading a sentence in which one of the words acted upon the other (i.e. “The boy hit the ball.”); creating a sentence which linked the two words (i.e. “Nancy threw her bag on the table.”) or creating a mental image of the two words together (i.e. imagining a basket of flowers) (Bower & Gordon, 1970). Results found that students who employed imagery did better on recalling the word pairs in comparison to other methods and those who utilized rehearsal had the lowest recall rate out of the four groups (Bower & Gordon, 1970).

The authors and graduate students that conducted this study wanted to find out if incremental rehearsal (IR) was an effective intervention strategy to help struggling students improve letter sounds and fluency. Interventions are arranged by intensity (lowest to highest) which is organized using a three-tiered model. Incremental rehearsal is a Tier 3 intervention; therefore, it is typically implemented when a Tier 2 intervention was not proven to be successful. Not only were the authors testing the success of incremental rehearsal, but they were also doing so using a computer-assisted tutoring program. The study examined this strategy with four kindergarten students.

Much psychological research suggests that new memories require time to stabilize and transfer to long-term memory and that these newly acquired memories are disposed to to interference by competing stimuli. Memory consolidation is the processes involved in the stabilization of a long-term memory after it’s initial acquisition (Dudai, 2004). Consolidation is described by two distinct theories: synaptic consolidation, which transpires in the first few hours after learning and systems learning where memories are stabilized over a period of weeks to years (Dudai, 2004).

The memory is encoding things and recording things. The memory is made up of short term memory, long term memory and working memory. The best way to keep things in mind for more than a few seconds is to encode it with deep processing. This means that the mind is encoding the memory by making what is to be remembered more meaningful and on a deeper level than surface level meaning. Joshua also mentions that this is an effective way to memorize things and that is how the memory contest participants can memorize large amounts of information in short periods of time. (Lecture, Memory, September/October)

Strategies and devices that help us remember information that requires effortful processing are: encoding its meaning, visualizing, and mentally organizing the

Storage in human memory is one of three core process of memory, along with Recall and Encoding. It refers to the retention of information, which has been achieved through the encoding process, in the brain for a prolonged period of time until it is accessed through recall. Modern memory psychology differentiates the two distinct type of memory storage: short-term memory and long-term memory. In addition, different memory models have suggested variations of existing short-term and long-term memory to account for different ways of storing memory