The Effects Of Recall And Recognition Were Investigated On Organized Groups Or Disorganized Groups

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).

Memory is divided into three categories. These categories consist of: sensory memory, short term memory and long term memory, out of these short term memory is the main focus in this essay. It has been widely researched due to interest of how much memory can be stored, how long this memory can be stored for and what information is memorised.

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

Memory is the process of encoding, storing and retrieving information in the brain. It plays an import role in our daily life. Without memory, we cannot reserve past experience, learn new things and plan for the future. Human memory is usually analogous to computer memory. While unlike computer memory, human memory is a cognitive system. It does not encode and store everything correctly as we want. As suggested by Zimbardo, Johnson and Weber (2006), human memory takes information and selectively converts it into meaningful patterns. When remembering, we reconstruct the incident as we think it was (p. 263). Sometimes our memory performance is incredibly accurate and reliable. But errors and mistakes are more commonly happen, because we do

Memory is a set of cognitive processes that allow us to remember past information (retrospective memory) and future obligations (prospective memory) so we can navigate our lives. The strength of our memory can be influenced by the connections we make through different cognitive faculties as well as by the amount of time we spend devoting to learning specific material across different points in time. New memories are created every time we remember specific event, which results in retrospective memories changing over time. Memory recall can be affected retrospectively such as seeing increased recall in the presence of contextual cues or false recall of information following leading questions. Memory also includes the process

Research has shown that there is “greater activation in the left inferior frontal and medial temporal lobes” (Stanford, 2006, p. 208) during the encoding of words which were later remembered as compared to those which were forgotten. The sensations perceived by sensory nerves are decoded in the hippocampus of the brain into a single experience (Mastin, 2010). The hippocampus analyses new information and compares and asssociates it with previously stored memory (Mastin, 2010). Human memory is associative in that new information can be remembered better if it can be associated to previously acquired, firmly consolidated information (Mastin, 2010). The various pieces of information are then stored in different parts of the brain (Mastin, 2010). Though the exact method by which this information is later identified and recalled has yet to be discovered, it is understood that ultra-short term sensory memory is converted into short term memory which can then later be consolidated into long term memory (Mastin, 2010).

The combined findings provide the foundation for the hypothesis that there is more than one kind of memory, or rather that skill-based memories must be organised differently from fact-based memories since the former seem to be preserved in amnesia as opposed to the latter.

The Evidence for the Existence of Multiple Memory Systems Memory forms an important part of cognitive psychology and has been of interest to numerous psychologists. This essay is going to refer specifically to the information-processing model of memory and will discuss the experimental evidence that exists for multiple memory systems. The multi-store model of memory was first developed by Atkinson and Shiffrin (1968) and Waugh and Norman (1965).[1] It comprises sensory stores, short term-store and long-term store to form a model of memory and information processing. One component of the system is the sensory register, where our feature detection and pattern recognition processes produce a

The results show that there is a difference in the words being recalled in the imagery method and in the words being recalled in the rote rehearsal method. The data showed that there was a greater amount of words recalled by imagery than there was in rote rehearsal. Rote rehearsal had a mean value of 8.28, which wasn’t that close to imagery. Imagery had a mean value of 12.96. The median and mode for rote rehearsal had a value of 8, and both the median and mode for imagery had a value of 13. It wasn’t until the standard deviation that rote rehearsal increased higher than imagery. Rote rehearsal had a standard deviation of 5.11, while imagery had a standard deviation of 4.67.

A QUANTITATIVE STUDY TO ASSESS THE INFLUENCE OF CONTEXT AND PERCEPTUAL CUES ON MEMORY RECALL.

The purpose of this experiment is to demonstrate that people can forget what they have just previously remembered. People are more likely to recall a stimulus correctly if the context is the same as previously presented; people are more likely to forget if the context is different. Participants were St. Francis Xavier University undergraduate students in Cognitive Psychology. There were three different phases of the experiment; Phase I: a series of 44 word-pairs was presented. Participants read the words silently; Phase II (cued-recall): a cue-recall test was imposed. Participants were to recall a word that matched the cue presented; Phase III (memory judgment): a cue and parget-pair were displayed. Participants were to remember whether they had recalled the target previously in Phase II. It was found that there is a statistically highly significant difference between conditions “same” and “different”, F(1,46) = 139.7, p < .001, indicating that our memories are often contingent upon context.

On the same line, Miller’s “The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information” (1956) investigated the limited amount of information that can be held in short-term memory and found that it can hold about seven items (plus or minus two) at a time, however, by organizing information into a sequence of chunks, people are able to “stretch” the amount one can retain in short-term memory. This suggests that specific mnemonics may enhance recall. Furthermore, this supports the idea of subjective organization improving recall by Tulving because participants performed better when using

This test proved that our memory does not retain everything we learn exactly as we get it, but we reconstruct some of it. It shows how schemas can alter and affect memory. It also shows that depending

Prior to the early 1970s the prominent idea of how memories were formed and retrieved revolved around the idea of processing memory into specific stores (Francis & Neath, 2014). These memory stores were identified as sensory memory, short-term memory, and long-term memory. In contrast to this idea, two researchers named Fergus Craik and Robert Lockhart proposed an idea linking the type of encoding to retrieval (Goldstein, 2015). This idea is known as the levels of processing theory. According to this theory, memory depends on the depth of processing that a given item is received by an individual (Goldstein, 2015). Craik and Lockhart stressed four points in supporting their theory. First, they argued that memory was the result of a series of analyses, each level of the series forming a deeper level of processing than the preceding level (Francis & Neath, 2014). The shallow levels of processing were believed to hold less importance and are defined as giving little attention to meaning of an item. Examples of which include focusing on how a word sounds or memorizing a phone number by repeating it over and over again (Francis & Neath, 2014) (Goldstein, 2015). The deeper levels processing involve paying close attention to the meaning of an item and relating that meaning to something else, an example of which would be focusing on the meaning of a word rather than just how the word sounds (Francis & Neath, 2014) (Goldstein, 2015). The second point Craik and Lockhart

For this experiment, I used the Memory Interference Test (MIT) where undergraduates contribute to a database by choosing a test that analyzes their memory with either seeing pictures, reading words or hearing. The objective for the MIT is to create data for the participants, in the test, to hypothesize on different aspects of the exam and of