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Memory is a vital area of study. The continuing research conducted in fields such as: psychology and neuroscience can bring insight that will someday pilot discoveries in new ways to enhance memory and find treatments or cures to disorders such as Alzheimer, PTSD or memory loss. Additionally the study of memory and its effects on learning is equally important to research for some of the very same reasons.
One of the many key questions in the research of memory and learning is what can be done to improve it and what triggers encoding into memory to help one learn better. One of the most common methods to increase memory is rehearsal (Rundus, 1971). Rehearsal involves the repeating of information in order to process the information and store it into memory to recall later. There are two types of rehearsal; maintenance and elaborative. Maintenance rehearsal is simply repeating something without thinking about it. This will add the information into short term or working memory. Elaborative rehearsal transfers information into long term memory. You have to think about the information and connect a meaning to it in order for this transfer to happen.
In studying the literature regarding memory and learning there is birth of another method of memory improvement on the rise. It begins with a 1972 study conducted by Hopkins and Edwards. They set about to test an assumption from a 1966 study that recall was better for articulated words because the articulation would

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