Memory Strategies Essay

In the section “Tips from the Science of Memory-for Studying and for Life”, found in our textbook, “Experience Psychology”, the Arthur Laura A. King discusses the importance of study habits. She addresses the skills needed to turn short-term memory into long-term memory through organizing, encoding, rehearsing and retrieving the information we study and memorize. “No matter what the model of memory you use, you can sharpen your memory by thinking deeply about the “material” of life and connecting the information to other things you know.” (King. 2013).

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.

According to the textbook, a memory strategy is the deliberate mental activities individuals use to store and retain information (Berk, 437, 5). For example, if a student named Sarah has many words to remember for a project, she can use rehearsal to effectively remember the necessary words. Rehearsal is an activity that involves repeating the information to herself. Additionally, language expertise predicts the development of rehearsal in the early grade school years, perhaps because a clear vocabulary size and ability to automatically name items is required for children to use the strategy (Berk, 437, 5). In an educational setting, teachers can encourage students to try this strategy to prepare for assessments! Teachers can play a huge role in promoting this effective strategy to the class in order for the students to be aware that this strategy is an option!

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

An example of a memory control strategy is using scripts, which are patterns of behavior that people associate with certain actions or events. In order to improve my academics; I could make studying material for classes a part of a script more so than it is already. In order to rewire my thinking of studying and the expectations

ENHANCING MEMORY: Although there are different types of memory and memory stores with different parts of the brain carrying out a specific function, individuals are still susceptible to poor memory. This happens in a healthy person when information is not coded correctly, or there is interference from other information. However, individuals do not have to be disadvantaged by these limitations; they can utilize different techniques to get a better memory performance. Individuals can use mnemonic devices to enhance their memories. Two (2) effective mnemonic devices are chunking and rhyming.

"A mnemonic device is a technique a person can use to help them improve their ability to remember something." "It would be considered a memory technique to help your brain better encode and recall important information used daily and plenty often." A common mnemonic for remembering lists is to create an easily remembered acronym also known as the mnemonic, or taking each of the initial letters of the listed members, and help create a memorable phrase, in which some words with the acronym as the material. Anyone and everyone can create their own mnemonic to help aid their memory or memorization of a novel material in which we used most often.

During the short term memory =, we are vulnerable to the serial position effect. When you have to learn several different items in a series, one right after the other, there is the danger that one will crowd another out of memory. Proactive interference is when the first things crowd out the following material. The advantage of what is first learned is called primacy: it gets there first and gets established, youre more likely to remember this. Retroactive interference is when the things that come later disrupt our retention of what came before. Recency is the advantage of what is learned last: nothing comes later to crowd it out with retroactive interference. If a subject has to learn a list of something the things most likely to be remembered are the first and the last, while the ones most likely to be forgotten are those crowded out in the middle because of the serial position effect. One way to help prevent this is to avoid studying two different things in a short period of time. This is so the information doesn’t get confused and you don’t remember one subject or items more than others. Taking a break between subjects is a good

On the website Mind Tools, I discovered three useful articles describing methods involving mnemonics. The first was, “The Link and Story Methods”, second, “Improve Your Memory”, and third, “The Journey Technique”,(Mind Tools Ltd, 1996-2016).

We looked at the various ways of learning and research already existing on them. One method that has repeatedly been touted as the best way to learn is called Spaced Repetition. This topic has been researched heavily and could be utilised in our study. Spaced repetition is a learning technique that incorporates increasing intervals of time between subsequent review of previously learned material in order to exploit the psychological spacing effect. Alternative names include spaced rehearsal, expanding rehearsal, graduated intervals, repetition spacing, repetition scheduling, spaced retrieval and expanded retrieval["Human Memory: Theory and Practice", Alan D. Baddeley, 1997]. In simple terms, imagine you start learning something new on day 1,

The mnemonic methods are usually used with long-term memory because it is meant to store the information for later retrieval. For example, if one needs to learn information for an upcoming test one will prepare or try to relate the information so one can store the information and later use that information when it is time for the test. The first memory strategy being discussed is going to be chunking. Chunking is “A memory strategy in which the learner combines several small units to create larger units” (Matlin, 2013). Chunking can be used as an organizational strategy. Chunking is meant to increase the amount of information being retrieved at one time. "it is shown that chunking increases the number of memorized items in working memory from

This experiment proposes to study the effects of memory improvement by reciting and saying the words out loud to oneself. Participants will be assigned to either two different types of conditions and will then be required to recall the information of words as best as they can. It is assumed that a higher level of generating the targeted words into memory is improved when readers say the words out loud to themselves. Thus, the hypothesis concluded is that people who say words out loud after reading them are expected to improve their memory in retaining information.

Often memory studies involve a list of words or sentences, which is practical because they are simplistic and easily replicable. However many daily memories are complex and fast-moving events so are not simulated through word lists. Therefore it is important to carry

Chunking is when individual pieces of information are bound together by the same topic or concept (Miller, 1956). We examined the number of words recalled upon being given a chucked word list to memorize and upon being given an unrelated (baseline) word list to memorize. The chunked word lists included related words like: red, orange, blue, green, black. The unrelated list had words like: nine, swap, fire, ring, lust, army, bank and rock. We emailed each participant a link to receive online access to one of two tests. Participants used their own web enabled device, such as a computer, tablet or smartphone, in order to complete the experiment. One link had the chunked word list presented first and the unrelated list second (52% received this link). The second link had the unrelated list first and the chunked world list second (48% received the second link). This was done to make sure the order had no effect on word retention. Each set of links had the same words for each corresponding test, except in a