Read-Recite-Review Study Strategy

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

Describe what you understand by ‘independent variable’ and ‘dependent variable’ in a scientific study? ( 5 points) An independent variable is something you have control over, what you can choose and manipulate. It is a variable that stands alone and doesn’t change by other variables. Although in some cases, you may not be able to manipulate the independent variable. It could be already there and or fixed. A dependent variable is the variable that’s being tested in an experiment. If the experimenter changes the independent variable, the change in the dependent variable is observed and recorded. For example a scientist is testing the effect of light and dark on the behavior of moths by turning a light on and off. The independent variable is the amount of light and the moth’s reaction is dependent variable. A change in the independent variable (amount of light) directly causes a change in the dependent variable (moth

If I was doing this study, my hypothesis would be that “people, who receive an aversive stimulus every time they give an incorrect answer, will try harder to get the correct answer than those who do not receive anything”. My independent variables, which are the variables that researcher manipulates, would be the electric shocks and the emotional motivation; and my dependent variable, which is the variable that is tested and measured, would be the members’ results.

There are several parts to the experiment such as both the independent and dependent variables. The independent variable is controlled or changed during the experiment to test the effects on the dependent variable. The dependent variable is tested and measured during the test .A controlled variable is an example for an independent variable would be variable that is held constant throughout the experiment. An example is a theory that could extend a person’s life expectancy. The independent variable is the amount of vitamin given to the subject within the experiment. The dependent variable is the life span

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.

Dependent variables are ones that change due to the independent variable. Independent variables are variables that can be manipulated or measured. This influences the dependent variables.

Independent variableIdentify the independent variable (IV), which is the variable that you hypothesize will cause or influence the other variable. *

In the High School Longitudinal Study database the variables are measured by a number. Measurement variables could be referred to as quantitative variables or numeric variables. These variables could be nominal, ordinal, interval or ratio variables. In most cases a researcher would be most interested in the dependent variable. Examples of dependent variable are usually weight, height or length. Examples of independent variables are time, age. Things that would cause the dependent variable.

* The Independent part is what you, the experimenter, changes or enacts in order to do your experiment.  The dependent variable is what changes when the independent variable changes - the dependent variable depends on the outcome of the independent variable.

The first study was the international shopping list (ISL). The purpose of this test was to see if verbal learning had an effect on memory retention of a list of words. This test stressed that verbal learning was not solely dependent on remembering the words but on performing the task after being verbally told how to perform the task. For instance, if a participant was told to go into the grocery store and retrieve eggs, flour, sugar, milk, and corn the participant should remember this list of words and physically go into the store and retrieve the objects without being reminded of the items on the list. This test differs from the international shopping recall list (ISRL) because this test was performed twenty-five minutes after the list was initially called to see if participant could recall the list.

An independent variable is the assumed cause, in a cause and effect relationship, and the dependent variable is the presumed effect from the independent

We all wish we could do better on our tests and retain our knowledge years after taking the class. This wish can come true with the information in the article The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention. This passage talks about the importance of practice tests and spaced study. The combination of both of these techniques is called successive relearning. Successive relearning for use in college will build a stronger long-term memory of the material and promote better grades on exams. Two experiments were performed to test the effectiveness the techniques used in successive relearning. Experiment 1 tested student performance on exams using self-regulated practice and restudy-only versus successive relearning. Experiment 2 tested student

a. The study was designed as an experimental research by using independent and dependent variables.

Since the researchers defined remembrance as “an increase in retention test performance of one item or more from the short term to long term retention test” (Farley and Grant, 1976, p. 149), they found that people did recall more information and forgot less if they were exposed to the colorful slides. The number of

McDaniel, Mark A., Daniel C. Howard, and Gilles O. Einstein. "The Read-Recite-Review Study Strategy: Effective And Portable." Psychological Science 20.4 (2009): 516-522. Print.