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how does human memory work
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how does human memory work
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People often admire the individual who can tell a good story. The ability to recant details correctly requires verbal learning, a vital brain activity that facilitates information retention. Every learning concept emphasizes specific aspects of learning. Behavioral learning highlights the association learning that occurs as the individual develops conditioned responses contingent on the association to a stimulus. Cognitive learning relates to the mental strategies that build a body of knowledge, manipulate that knowledge, and extrapolate to apply the knowledge to similar situations. Exploring concepts relating to verbal learning including comparing serial learning, paired associate learning, free recall and the concept of mnemonics in the recall of verbal stimuli identify verbal learning as a sophisticated learning method and a transition from behavioral to cognitive learning.
Concept of Verbal Learning.
Humans work at learning and this may be a unique quality (Terry, 2009). Other species learn through conditioning, but humans also use cognitive functioning. An important tool in knowledge acquisition is verbal learning or memorization. Early in an academic career individuals are required to learn information such as the alphabet or multiplication tables by rote learning. This method uses repeated rehearsals to memorize and recite the essential facts related to a subject. The information the individuals memorize is essential for critical thinking problems that the student will encounter later in his or her academic career. Rote memorization facilitates quick recall but does not facilitate the application of the facts to real problems (Terry, 2009). The student knows that two times two equals four, but must then learn that four divi...
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...d both unaided recall and concept application of common marketing strategies.
Works Cited
Keppel, G. (1964). Verbal learning in children. Psychological Bulletin, 61(1), 63-80. doi:http://dx.doi.org/10.1037/h0043153
Saber, J., & Johnson, R. (2008, December). Don't throw out the baby with the bathwater: verbal repetition, mnemonics and active learning. Journal of Marketing Education, 30(3), 207-216. doi:10.1177/0273475308324630
Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures (4th ed.). Boston, MA: Pearson/Allyn Bacon.
Waugh, N. C. (1961). Free versus serial recall. Journal of Experimental Psychology, 62(5), 496-502. doi:http://dx.doi.org/10.1037/h0043891
Young, R. K., & Casey, M. (1964). Transfer from serial to paired-associate learning. Journal of Experimental Psychology,67(6), 594-595. doi:http://dx.doi.org/10.1037/h0046914
In the article, “The Critical Importance of Retrieval For Learning” the researchers were studying human learning and memory by presenting people with information to be learned in a study period and testing them on the information that they were told to learn in order to see what they were able to retain. They also pointed out that retrieval of information in a test, is considered a neutral event because it does not produce learning. Researchers were trying to find a correlation between the speed of something being learned and the rate at which it is forgotten
In the experimental group the middle four average scores were not significantly different (M = 0.70, SD = 0.04) from the last four average scores (M = 0.50, SD = 0.00), t(4) = 2.06, p < ns . In the control group, the middle four average scores were also not significantly different (M = 0.68, SD = 0.02) from the last four average scores (M = 0.56 , SD = 0.00), t(4) = 1.89, p < ns.The serial position curve of recall of the warned group and the control group showed a similar pattern as to the one found in previous studies on the same topic. Both groups were able to recall about 90% of the words in the beginning of the list and the end of the list (See Figure 1). The warned group had slightly more false memories, but the difference was not at all significant (see Figure 2). The control group recalled more critical and studied words than the warned group (see Table
Mulligan, N. W., & Picklesimer, M. (2012). Levels of processing and the cue-dependent nature of recollection. Journal of Memory and Language, 66(1), 79-92. http://dx.doi.org/10.1016/j.jml.2011.10.001
In the field of cognitive neuroscience a memory study usually involves a combination of behavioral tasks and a machine that permits t...
Craik, F.I.M.,& Tulving E. (1975). Depth of Processing and the Retention of Words in Episodic Memory. Journal of Experimental Psychology: General. 104:3, 268-294.
Revlin, Russell. "Short Term Memory and Working Memory." Cognition: theory and practice. New York, NY: Worth Publishers, 2013. 118-149. Print.
ability to recall (Kassam et al., 2009) thus resulting in a deeper encoding of the
Smilkstein, Rita. We're Born to Learn: Using the Brain's Natural Learning Process to Create Today's Curriculum. Thousand Oaks, Cal. Corwin Press, 2003.
Similar studies were done to a different set of college students and they tended to have the same results. After giving as much detail about each memory, the students were interviewed about what they may have written done about what they had remembered. During the last part of the experiment, each of the students were debriefed and asked to guess which memory they believed was false.
Atkinson, R.C. & Shiffrin, R.M. (1968). Human memory: A proposed system and its control process.
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
Gluck, M. A., Mercado, E., & Myers, C. E. (2014). Learning and memory: From brain to behavior (2nd ed.). New York: Worth Publishers.
Tulving, E. and Craik, F. (2000) The Oxford handbook of memory. Oxford: Oxford University Press.
Learning is more than memorizing and repeating. I believe learning is a unique and specific process that involves taking new concepts and understanding
Lieberman, D. A. (2000). Learning, Behavior and Cognition (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning. [Chapter 7]