Inaccurate Study Methods

By practicing, talking and writing about a topic, this is the only way our brain can make permanent connections about the information we are trying to learn as studies have shown such as the retrieval practice study, that those students in the retrieval practice group overall scored higher over

This student’s preferred learning strategy compared to the learning strategy provided by V.A.R.K. is almost identical. The learning strategies that have been used throughout her education have always netted good results, which is evident by her grades. In the past other students have commented about her learning style and the amount of time spent on note taking, outlines, and writing out note cards, but she has perfected this process for her learning style.

This relates to how Professor Dewey says it is easy to feel like you are understanding with your study resources close to you. Flashcards are fairly effective for me. The repetition makes ideas stick. I usually color code them to so I have something tangible to associate with them as well. My study habits are not absolutely terrible but they could definitely use some work.

Methods of teaching: There’s a real difference in our educational system compared to when i was last in school, two decades ago. One of the changes that have been accomplished in today’s society is to memorizing instead of using technology or using multiple choice. We are more likely hands on then doing things like the 21 century. Now we have been using save word document and many other things within using technology. We have choices to

Through the book Power of Mindful Learning, the author Ellen J. Langer challenges traditional methods of learning and proposes new ways to better learn a subject. Through her concept of mindful learning, Langer enlightens the readers of ways to digest new information and learning new skills by being open to novelty, having alertness to distinction, sensitivity to different contexts, awareness of multiple perspectives, and orientation in the present. In the fourth chapter of the book Langer goes through some limitations of repetition in memorization known as rote memory and gives out interesting examples of how rote memory tactics can create the appearance of knowledge gained at first however could potentially disabled the learner when greater perspective is needed to create personal connections and make relevance. She describes memorization as "...a strategy to taking in material that has no

In fact, the more we are asked to recall a memory, the more confident we become, which is unfortunate because it 's easy to create a false memory. Let us take an

More recent research has shown that testing is not just a passive tool for assessing one’s knowledge, but it is actually one of the best tools for studying and remembering for the long-term. Karpicke and Roediger (2008) gave groups of college students a list of 40 Swahili-English word pairs, asked them to study it for a set time and then tested them on the list over a total of four consecutive study-test trials. Group 1 repeatedly studied and was also repeatedly tested over the whole list. In the other three groups, once a student had correctly recognized a Swahili word and recalled its English translation, it was either: repeatedly studied but dropped from further testing (Group 2), repeatedly tested but dropped from further studying (Group 3) or dropped from further studying and testing (Group 4). The results? Both group 1 and group 3 had the highest recall. Repeated studying had no effect on the student’s ability to recall the information on a final test, given one week later. Only repeated testing embedded the information in the memory, enabling the students to recall it later. Another interesting aspect of this study is that the participants were asked, “How many words do you think you will recall in one week?” Students in all conditions believed they would recall approximately 50% of the words. Students exposed to the most testing grossly underestimated their ability to recall the words while

People are susceptible to memory alterations from misleading information to their own self-reported choices (choice blindness) as well as to events that are just seen (misinformation effect). Using these two concepts, the authors used a combination of the misinformation paradigm (misinformation effect) and choice blindness paradigm to examine the long-term effects of choice blindness. Using an integrative approach, the authors hypothesized the influence of other-sourced information to changes (e.g. “In a previous trial, another participant said...”) in memory reports, and the inability to detect alterations in memory reports. Overall, the authors hypothesized the development of false memories from exposure to inaccurate memory reports.

In my tutoring job, I noticed some of my students were having difficulty remembering topics I explained. For example, they would come in not understanding rationalization. I would explain to them that rationalization is when you get rid of the radicals on the denominator and show them how to do it. At the moment they would understand it but the next day they would come in asking it again. I would ask them why do they forgot it and where does it start to confuse them. With their feedback, I tried different methods to see which works. I tried asking them to do practice, or to write down the steps. What I found was they tend to remember the concept when there is a story behind it or why they are doing it. It doesn’t work for everyone of course

Memories can be misleading. While people are likely to misremember all on their own, it is also possible for others to actually insert false, rich memories into our minds. In fact, the incorrect information can cause people to have misconceptions and even alter their behavior as a result. If you can get someone to believe in something, then that person can take that belief and allow the brain to turn it into a memory. This study helps support this theory.

Diverse study techniques, even for the improvement of memory stress the importance of immediacy in remembering and learning.

Many people believe that memorization is the key to learning, but I believe that is wrong. I believe that memorization can hinder someone’s learning, not help it. My personal experience with teachers telling me to memorize what they are telling me has not been a good one. I am not the only one who disagrees with being taught to memorize information. Paulo Freire talks about his feelings regarding this teaching method in his “The Act of the Importance of Reading”. I believe that memorization is not the key to learning because the student does not understand the information and can make someone feel stupid or embarrassed for not understanding the subject matter.

How accurate and reliable is memory? "Studies on memory have shown that we often construct our memories after the fact, that we are susceptible to suggestions from others that will help us fill in the gaps in our memories" (Carroll 6). Prior to reading and discussing the issue of False Memory Syndrome, I hadn’t thought much about the topic. Maybe a person who had experienced this would be more educated. I did however find it very interesting to research and my beliefs or feelings about it now exist and will be shared at a later time. The purpose of this paper is to describe what False Memory Syndrome is and summarize some of the facts that have been gathered through previous research and my own research.

Memory facilitates necessary functions in daily life activities, but it is not a perfect mechanism in operation. Goldstein (2011) states that memory is, “…the process involved in retaining, retrieving, and using information about stimuli, images, events, ideas, and skills after the original information is no longer present” (p.116). There are many adaptive functions within the complexities of the human memory system and the interlinked constructs between each function leave room for doubt in the accuracy of recollection. Study of the human mind has opened avenues of discovery on the inner workings of our brains and the resulting knowledge suggests that humans are prone to creating false memories and even remembering things that never actually happened. A great deal of information has been written explaining the nature of memory errors and within the following pages a real-life case offers a glimpse into how recall distortions and memory errors can wield unpleasant consequences. Memory errors can be avoided with a significant effort, but the truth remains that no one is perfect and memories are subject to individual bias.

In a study conducted by a university in southern California, 165 students underwent two experiments to test how memory can be influenced if possible. These experiments were conducted to prove how reliable the human memory is and shows how much information people have in their memory that is either false or in some way altered whether it is just a little bit of information or a lot.