Mind Blanks Research Paper

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).

Educators who have a background in the neurobiology of learning and memory have a different benefit in their classrooms. They noticed that by following the brain-based teaching principles we can establish an enhanced, brain-compatible environment and successfully work with such existing negative effects as stress, sleep deprivation, and poor nutrition. Ronal Kotulak said” an enriched environment can contribute up to 25% increase in the number of brain connections both early and later in life. Our environments need to allow for active manipulation.” (Kotulak, 1996, p.102). According to brain research, there are at least twelve principles of brain-compatible learning.

Memory is the internal representation of an event or experience and is a constructive process that organizes and shapes information. Memory allows people to learn from personal experiences and learn to adapt and respond to the changing environment. Memory plays a critical role in learning processes. Memory allows for information storage and retrieval of information previously learned. Memory and learning are interdependent in that memory exists because of previous learning, and learning needs memory to create connections and build upon learned knowledge. Research confirms that acute stress affects memory. The techniques used to learn material affects the strength of memory against the effects of stress. Researchers Amy M. Smith, Victoria A.

Ashley was born in North Carolina. She was born to a seventeen-year-old single mom. According to her, two days compete for the worst day in her life: the first is the day she was taken from her mother; the second is the day she arrived at the Moss´ foster home four years later. The day she was taken from her mother, she had left South Carolina bound for Florida with her mother, her mother´s husband, and her younger brother Luke. She was only three years old. Before she was taken from her mother, she was an intuitive two-year-old, soaking up language and behaviors from a crew of rowdy adolescents who were trying on adult attitudes

To help students retain things that need to be stored in long-term memory I would provide rehearsal and organizational activities (437). For example, if a student needed to learn the 50 states in the United States I would provide activities where they would rehearse over and over again to retain the information in long-term memory. For example, there is a song of the 50 states in alphabetical order. I could teach the students the song and have them sing it over and over again. To motivate them I could provide a prize to anyone that can recite all 50 states.

I have 15 minutes and the spotlight is on me, that is just 900 seconds to change the world. Andy Warhol once stated “In the future everyone will be famous for 15 minutes” I am sure many would use those 15 minutes for money, stardome, and the praise of others. I have a very different vision. I have an earnest dream of using my moments of fame to be a proponent for mankind. My “moment of fame” would consist of having a crowd of open-minded people where I can pragmatically preach tolerance, peace, and appreciation to those willing to listen.

Memorization has no real thinking. For students, school is just trying to remember what the teacher has told them. When actually in school, students are supposed to learn how everything works and think through problems. Ben Orlin, a high school teacher and tutor in Oakland, California, asked his students what the sine of pi/2 is and they all said, “One.” Therefore, he skipped the lesson before he later realized that they all just memorized the fact and they did not know what it meant. According to Orlin, “A knowing without learning, of answering without understanding.” A student will memorize what they need ten minutes before a class and then forget everything after class (Orlin). This means students are not learning in school. In sixth grade, Ben Orlin tried to memorize prepositions by reciting them to the tune of “Yankee Doodle.” He says, “Memorizing a list of prepositions isn’t half as knowing what role a preposition plays in the language” (Orlin). I fully agree with him. He should have known what a

Once my kid comes home from school, it is good to check on what they learned for that day. When the kid tries to remember, a certain number of neurons in the brain are activated. Making the kid repeat, recite and rehearse the same things many times will prompt the same neurons to respond again. Sometimes,

The most effective teachers in the studies of classroom instruction understood the importance of practice, and they began their lessons with a five- to eight-minute review of previously covered. These teachers provided additional practice on facts and skills that were needed for recall to become automatic. It is important for a teacher to help students recall the concepts and vocabulary that will be relevant for the day’s lesson because our working memory is very limited. If we do not review previous learning, then we will have to make a special effort to recall old material while learning new material, and this makes it difficult for us to learn the new material.

“We remember what we understand; we understand only what we pay attention to; we pay attention to what we want,” is a famous memory quote stated by an actor, Edward Bolles. Memory is a broad term that reflects different processing abilities on how humans encode, store and retrieves information. There are numerous domains in the human’s memory ability with the storage and retrieval of short-term and long-term information. For many centuries, theorist has tested recall and recognition capabilities on the human’s memory functions. Memory retention is our ability to retain experiences based on the mental process, through the organization of information through meaning, where relations between new information is associated with the previously stored

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.

According to O’Brien (2011), mnemonics have “a firm place in our repertoire of memory techniques” (154). In addition, Mnemonic devices are good memory enhancing strategies or techniques that assist learners in order to link new information to the previous information stored in their cognitive system and also these techniques, verbal or visual, that develop the storage and recall of data included in memory (Ashoori Tootkaboni, 2012).

The authors are looking at an issue that is interdisciplinary in nature, so they determined that they must seek research evidence from each of the important fields of study implicated in the research. The three areas of study were educational psychology which gave insight into how people learn, foreign language teaching and cognitive psychology which has to do with memory (Erbes, et al, 2010). The researchers determine that in the field of educational psychology, studies had long been engaged in determining how teachers could use information gained in studies of brain function to enhance curricula and teaching (Erbes, et al, 2010). In one of the studies examined, Sutton (2008) had tried to see how teaching

Memory is a process that involves retention, retrieval, and using the information that is taken in by the senses and stored. Memory can be compared to a time machine that allows you to go back into any moment in time. Memory can also be used by students to remember material for exams, their daily schedule, names, phone numbers, and directions to places. There are other things that students are not aware we use memory for such things are having conversations because memory is needed to track how the conversation is flowing as well as finding a class because it is necessary to remember the spatial layout of campus.

About Mnemonics: Mnemonic devices are useful memory aids that can be applied to many different aspects of daily life. There are always certain tidbits of information that people just can’t seem to remember in the form they are presented. People rely on mnemonics when they create some association between that information they wish to remember and other concepts that they already know, or find easier to remember. The use of mnemonics has also been shown to be of significant value in the field of education. Manalo has shown that instruction using a specific type of mnemonics known as “process mnemonics” produced improvements of mathematical ability in students classified as learning disabled [3].Process mnemonics are used