Spaced Repetition

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

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

• Condition 1 – 25 participants were given a printed grid of 30 random words and given 2 minutes to memorise them. Participants were seated at a table/desk in a quiet room. After learning there is then a 2 minute pause after which participants were given a further 2 minutes in which to recall the words.

Another factor that influences the quality of retrieved information is the way one studied the material. As such, material that was studied over a number of sessions and contexts has more chance of being retrieved correctly after a period of time than the material that has been studied over one long session (Bjork, 2001). The spacing between the sessions should not be too big or too little, as in case it is too big the person might simply forget the material he already studied, and in case it is too little the spacing effect would not work. Overall, spacing is important for long-term retention, whilst cramming over one long session works for short-term memory.

The “curve of forgetting” show the loss of memory over the course of time, it depicts how we either retain or get rid of information over time. It shows how we are losing information over time and there is no way of retrieving that information back. This reveals that we will forget the new information that we have learned unless we are constantly reviewing so it will remain in our memories. The importance of distributed practice to memory retrieval is it helps us to retain our memories whether they are good or bad. Memory revival is also important in many cases whether it is just remembering what you wanted from the grocery store to solving crimes. When going to the grocery store we typically only remember the first and last few items on the

The brain uses three steps to store information in you memory system. These steps are referred to as retrieving, storing, and encoding. (“Dig Deeper” 2)The two types of memory are short-term and long-term. Short-term memory is different from long-term memory because information only lasts for a short time when you have short-term memory. (“Dig Deeper” 4) With this information, you may train your brain by taking the information you need to memorize and make it meaningful to you, just as Michael Mirski did. For example, you make take a phone number and relate it to a certain date or time. (“Dig Deeper” 6) Retrieving, storing, and encoding may depend on the strength of your memory. However, you can make your memory stronger by using certain tricks. This is how Dellis and Mirski have incredibly good

Repeating the information with others can reinforce the day's key concepts. It has been shown that we spend that evenings sleep repeating the major activities of the day during our RM sleep. As a result, the more we repeat, the key learning concepts of the day, the better imbedded in your long term memory they will

I often have to read something several times before I can memorize or learn new information. Graphs, diagrams, pictures, and charts also are very helpful when I am trying to grasp a new concept. I am most successful at learning when I read information and then summarize it in writing, which one of the only ways that I study. I do not find it helpful to study in groups, and I need a very quiet environment to be able to concentrate and focus. This test caused me to evaluate my learning style, and really think about how I am most successful at memorizing, grasping, and recalling new information. Now that I am aware of my learning style I can continue to focus on techniques that are most efficient for my brain and the way it functions.

Various memory retention techniques have been identified throughout the centuries. Several sources have explained why these techniques should be used and of their effectiveness. More recently, a 2009 report was released by Association for Psychological Science, where learning techniques were analyzed and their effectiveness explained. Some of the techniques from this report will be mentioned, but the focus is more on how each that are presented relate to my own personal experience towards.

In the video, there are three key things to maintain long term memory and that is exposure, review, and practice. Exposure require that you attend class and listen to the lecture, and keep up to date with the material and lesson on hand by reviewing the lesson before the class start. Review requires the student to slim down the note though a summary sheet. Using three by five cards to write vocabulary or history can help with reviewing much like a quiz. Making a concept map can also help with summarizing the notes by making a visual representation of the note. Practice requires that a person to recite the material, join group study, and simple problem solving. Reciting your note is much like talking to yourself to ensure that you are organizing

Define and give an example of how you would use one different memory control strategies in your academics.

Another factor that influences the quality of retrieved information is the way one studied that material. As such, material that was studied over a number of sessions and contexts has more chance of being retrieved correctly than material that has been studied over one long session (Bjork, 2001). After the material has been studied, it is useful to regularly revise it, or better test yourself on it (see above). The spacing should not be too big or too little, as in case it is too big the information is more likely to be forgotten, and in case it is too little the spacing effect itself would not work. Researchers are not exactly sure why spacing is effective, however Fornell (2009) stated that spacing works in both short- and long-time scales. Overall, spacing is important for long-term retention, as whilst cramming works if the information is needed to be stored in

     In another study, that involves the uses of memory strategies, students had to remember a list of vocabulary words their teacher had randomly assigned to them. The students memorized the list of vocabulary words by dividing them into groups of similar characteristics (Anderson, J. R., & Bower, G. H. 1974). For the students that has used a mnemonic strategy, they have remembered more words than students that remembered the list in a randomly fashion. The results have shown that people have improved their memory capacity; by finding a strategy that helps them recalls more items.

Elaborate encoding is the relating things that need to be remembered to common day-to-day events. When something needs to be remembered, the human mind has to encode it. By associating relevant topics to memories, a person will relate the word to information that is already processed. Also, each study session or lesson should be done in equal time increments and done a bit each day instead of "cramming". This use of distributed practice has been shown to be more effective in processing and memory retention. Pair these with the use of "over-learning" (continuing to practice and study after the information has been mastered) to ensure

Long-term memory (LTM) is defined as information retained over time and is retrievable via various stimuli, such as through the five senses. LTM works in conjunction with working memory to receive and process information for storage (Sousa, 2011). With this knowledge, educators are able to tailor their instructional strategies for optimal results for students. Learners must be provided with various tools to help them organize and process the information being delivered in the classroom (Özel, 2009)