Y183 Tma01

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).

-Lilienfeld, Woolf, Namy, and Lynn. Psychology: From Inquiry to Understanding. Boston: Allyn & Bacon, 2008.

Psychology a Connectext 4th edition, Terry F. Pettijohn Discovering Psychology, Don Hockenbury & Sandra Hockenbury

The assignment that I found most interesting was the cruise ship assignment. It was such a unique assignment. I have never done something like that before. It was interesting that we were given little pieces of information over each person. The more information we got about the the more it made a difference in order. It just shows that we cannot judge people by what little we know about them. It is better to get to know someone before placing a label or judgement on them. It is easy to label someone and sometimes I do it unknowingly. This exercise taught me a lot and I enjoyed it very much.

The concerns with this strategy would be the education of the people around the sites and at schools, i.e. the interpretation of the message determined by different monies and pay values. The communication of the facts and figures in relation to the rest of the world and the meeting of targets. Also the desire of the peoples looking still to profit from the original issue.

Tell me about an assignment that was too difficult for you. How did you resolve the issue?

“…unless our words, concepts, ideas are hooked onto an image, they will go in one ear, sail through the brain, and go out the other ear. Words are processed by our short-term memory where we can only retain about seven bits of information (plus or minus 2) […]. Images, on the other hand, go directly into long-term memory where they are indelibly etched.” (qtd. in Gutierrez)

Our short-term memory is said to require the allocation of cognitive resources (Atkinson & Shiffrin 1968). Peterson & Peterson (1959) conducted the classic study of short-term

Schemas are stored in long term memory. Most people have similar schemas and this was recognized by Bower, Black and Turner (1979) when they asked several people to recall the schema for the most important things they do when they go out to a restaurant for a meal. They found out that most people put the same main aspects in their schemas. Bartlett's theory of Reconstructive Memory is

Human memory is flexible and prone to suggestion. “Human memory, while remarkable in many ways, does not operate like a video camera”

When an individual encounters an event or situation, they seek to understand it by relating it to a schema. Schemas are useful not only in providing meaning in an experience, but also filling in the gaps resulting from a failure to notice all the details of an event or situation. However, reliance on schematic knowledge can lead to memory error, hence causing an individual to remember the

There are various ways in which we can organise our thinking. These can be helpful when we are trying to improve our memory or when trying to recall things from the past.

Wood, S. , & Wood, E. (1999). The Essential World of Psychology. Maine: Allyn & Bacon

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

In daily life, memory is used all the time. When we go to buy things, we would remember the list of items what we are going to buy. At school, we would also need to have revision in order to remember the materials for examination. Or even, when we meet friends, we would also need to recall their names. Thus it is important to know and understand how we remember such things so that we can effectively recall them when necessary. Obviously, we do not need to remember the exact position or order of things in daily life. We would have our own pattern for remember and retrieve information (Ashcraft, 2010). This is named as free recall, which items recalled in any order (Francis, Neath, MacKewn and Goldthwaite, 2004). However, many researchers