Explain The Ways We Organise Our Thinking

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).

How is memory encoded and what methods can lead to greater recall? There have been many different models suggested for human memory and many different attempts at defining a specific method of encoding that will lead to greater recall. In this experiment subjects are asked to do a semantic task on a word related to them and an orthographic task in which they analyze the letter in the word. The results of the experiment indicate that the words which where encoded semantically and are related to the self have greater recall.

The results suggest that our memories are very susceptible to the power of suggestion. We sometimes

The way we process new information is, to a significant extent, determined by prior experience and knowledge stored in our memory. These memories are organized by schemas. Schemas are cognitive structures for organizing information about the world, events, people, and actions. Schemas are needed help us save time and reduce our minds’ workloads when interpreting the ample amount of information in the world. However, schemas may affect our memory and make us concentrate on things that affirm our pre-existing beliefs only. Schemas also affect stereotypes and make it difficult to retain completely new information.

Cognitive psychology deals with the mental aspects of processes such as memory where there are many methods, known as mnemonics, which attributes to the expansion of information that can be retained by a person. One method used is chunking, the practices of taking chunks of separate information and organizing them into larger units so that information becomes easier to recall, which is demonstrated in Tulving’s “Subjective Organization in Free Recall of ‘Unrelated’ Words” (1962). Tulving (1962) aim to measure the extent of recall on verbal items when presented in different orders. Tulving asked sixteen female undergraduates to learn a list of 16 words that would be presented on sixteen separate trials, each trial had the words in a different

These models serve as guides to help us better comprehend how the arrangements of our internal architecture work. The modal model by Adkinson and Shiffrin of memory was one of the first models to give us an overview of the informational process over all the various memory types. It depicted the encoding process where the information gets in, storage conserves data and retrieval is initiated. Adaptive Control Thought (ACT) is a model that pinpointed the strengths of separate loops for implicit and explicit memories (Friedenberg & Silverman, 2012). This specific model also hypothesized as to how propositional information is organized in declarative memory. It clearly shows the relationship between the working and long term memory. It also validates the collaboration of some components of the working memory to the visuospatial sketchpad, articulatory loop and the executive control system (Friedenberg & Silverman, 2012). Kosslyn and Schwarts model of visual imagery impacted the way the human brain deals with images. According to this theory, the visual images are compacted within the same spatial characteristics of real world objects or the scenes they depict. Rotation of objects is an additional form that uses imagery to demonstrate conversions that can be applied to visual

The aim of this investigation was to look to see if there is a difference in the recollection if the format in which information is presented is different. Lists of words and images were compared to find the most effective source of recollection. This topic of research has many real life applications for instance how students study in preparation for exams. If there is a format that is more successful at recollecting memory then that would help with studying and can be expanded to how general education is taught. This field of psychology could help to revolutionise memory and its capabilities if enough study is concentrated on it.

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

The aim of this study was to examine the influence of contextual schema on the recall a passage. I tested this by reading a passage to two groups of participants. In this experiment we were testing if content affected recall so the image was the independent variable and the dependent variable was the amount of phrases recalled. This experiment uses an independent sample design, and participants were gathered by an opportunity sample of students, 11th and 12th graders at Atlantic High School. The participants were divided into random groups. Group one was given the picture and heard the story while the other group only heard the story.The results of the participants with context had a mean of 3.625. The group without context had a mean of 3. Therefore, the conclusion of this experiment indicates that having context affects the recall of information. Having content such as the image used, makes memory retrieval easier. Having context gives the user extra help for remember the information.

mind associates with a particular topic, object, event or idea. These schemas are the bricks that

Having the ability to create a mental picture of how the items relate to one another, allows the memory to retain information longer.

The cognitive process of memory is influenced by various social, and cultural factors, but is mutually affected by schemas. Schemas is a type of cognitive structure that organizes information, or new gained knowledge, and organizes that information into mental categories. Information about any particular aspect on life such as events, actions, or people is stored into mental categories, and these mental categories helps us associate materials together, like: school, and books, tv and sports, controller and video games. Because people are from different cultures and backgrounds, they are storing different information, therefore, forming different mental categories, or schemas. Though, schemas are directly affected by social and cultural factors,

So to sum up how our memory can be improved by the use of mental images, concepts and schemas. Without the small cues or prompts we would be unable to process everyday information, as there would not be any thoughts or words therefore leading to much less communication and language. This would make any form of communication or interaction with others impossible.

Strategies and devices that help us remember information that requires effortful processing are: encoding its meaning, visualizing, and mentally organizing the

Social psychologists have argued that schema, networks of memory-based associations that organize and guide an individual 's perceptions, are the central cognitive units in the human information-processing system (Markus and Sentis, 1982). Individuals who are schematic in a particular domain should be able to encode schema-consistent information