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Study habits introduction
Introduction to study habits
Good study habits introduction
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The objective of this essay is to attempt to construct an ideal study method based on accepted theory and empirical evidence on how it improves memory. The layout of this essay will first state a suggested study habit known and thereafter stipulate the theory from which it was drawn from, providing empirical evidence that supports the theory. The study methods that will be discussed are depth of processing and elaboration, encoding specificity and state dependent learning, practice and consolidation, mnemonics and retrieval failures.
The first study habit to be tackled is to match learning and testing conditions, suggests that memory gets more recovered when the encoding and retrieval conditions relate to each other as close as possible. This theory is called the encoding specificity principle, according to Godden & Baddeley we encode information based on when it takes place. When you study or encode information in a classroom you are more likely to retrieve it later on when you are tested on the material, reason being is simply that you have matched the conditions of encoding to that of retrieving memory because you retrieve memories in the place where they were received (Sternberg, Sternberg & Mio, 2012).
This theory of encoding specificity was established due to the experiment that was conducted by Godden and Baddeley in 1975 and was therefore titled the “DIVING EXPERIMENT”. The procedure of the experiment was, they divided the participants into two groups were one group was required to wear diving apparatus and had to study a list of words while underwater. The other group was taken on land and they were also given a list of words to study. Later on the two groups were further divided so that half of the participants w...
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...raik, F.I.M., & Lockhart, R.S. (1972). Levels of processing: A framework for Memory Research. Journal of verbal learning and verbal behavior,11,671-684.
Craik, F.I.M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268-294.
Coon, D., Mitterer, J.O. (2011).‘Introduction to Psychology: Active Learning through Modules’ (12th edition). China: Wadsworth: Cengage Learning.
Gooden, D.R., & Baddeley, A.D. (1975). Context-dependent Memory into Two Natural Environments: On land and underwater. British Journal of Psychology, 66(3): 325-31.
Sternberg, R.J., Sternberg, K, Mio, J (2012). Cognition . (6th edition). Canada: Wadsworth: Cengage Learning.
Baddeley A.D (1997). ‘Human Memory: Theory and practice’(Revised Edition). United Kingdom: Hove: Taylor & Transis Group.
Coon, D., & Mitterer J. O. (2009). Psychology: Modules for active learning (12th ed.). Belmont, CA: Cengage Learning.
Weiten, W., Dunn, D.S., Hammer, E.Y. (2011). Psychology Applied to Modern Life. Belmont, Ca. Cengage Learning
The modal model of memory is one of the most basic models that describes memory today. It involves the three stages named sensory memory, short-term memory, and Long-term memory and how each stage transfers information from one to another (Hockenbury & Hockenbury, 2012). Healy and McNamara (1996) explained how the original modal model of memory, developed in 1890, consisted of only the primary and secondary memory. The primary memory was defined as, “…that which is held momentarily in consciousness…” and the secondary memory was defined to be, “…unconscious but permanent [memory].” As time progressed, the primary memory was then referred to as “short-term memory” while the secondary memory started to be called “Long-term memory”. In 1968, Atkinson and Shiffrin added what is now called “sensory memory” to the list, which consists of sensory registers for sight, sound and even touch. This new modal model of memory that is currently used also explains the transitions between short and Long-term memory.
The Effects of Levels of Processing on Memory PB1: Identify the aim of the research and state the experimental/alternative hypothesis/es. (credited in the report mark scheme) To show how different levels of processing affects the memory. “People who process information deeply (i.e. semantic processing) tend to remember more than those who process information shallowly (i.e. visual processing). ” PB2: Explain why a directional or non-directional experimental/alternative hypothesis/es has been selected. (I mark) I have used a directional experimental hypothesis because past research, such as that by Craik and Tulving (1975) has proved this. PB3:
Ebbinghaus’ work on memory performance contributed astonishing knowledge to the field of scientific psychology and enthralled several succeeding researchers and psychologists (Fuchs, 1997; Slamecka, 1985; Young, 1985). Ebbinghaus was precisely known for conducting memory experiments by using nonsense syllables, and from the results of those experiments, he postulated a unitary view of learning and memory. However, Endel Tulving, provided evidence from Ebbinghaus’ original research that there existed discernible kinds of learning and memory. Prior to his experiment, Tulving received some scathing criticism on his stance regarding Ebbinghaus’ research, but he averred that there was no intention to derogate its concept (Slamecka, 1985; Tulving, 1985). Rather, Tulving’s experiment emanated from Ebbinghaus’ original research to address implications that would supplement knowledge about the psychological science of memory.
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
Wessinger, C.M., Clapham, E. (2009) Cognitive Neuroscience: An Overview , Encylopedia of Neuroscience. 12(4) 1117-1122.
Over the years, memory have been researched and debated, however there are two theories that have explained extensively and are highly recognised by psychologist in the cognitive field of psychology and scientist alike, on how we process experiences and turn them into memories. These theories include the Atkinson and Shiffrin (1968) Multi-store Model of Memory and Baddeley and Hitch (1974) Phonological Loop Model of Memory. This essay aims to compare, contrast and evaluate these models of memory, with supporting evidence and empirical research.
Human memory is flexible and prone to suggestion. “Human memory, while remarkable in many ways, does not operate like a video camera” (Walker, 2013). In fact, human memory is quite the opposite of a video camera; it can be greatly influenced and even often distorted by interactions with its surroundings (Walker, 2013). Memory is separated into three different phases. The first phase is acquisition, which is when information is first entered into memory or the perception of an event (Samaha, 2011). The next phase is retention. Retention is the process of storing information during the period of time between the event and the recollection of a piece of information from that event (Samaha, 2011). The last stage is retrieval. Retrieval is recalling stored information about an event with the purpose of making an identification of a person in that event (Samaha, 2011).
Atkinson, R.C. & Shiffrin, R.M. (1968). Human memory: A proposed system and its control process.
Wheeler, M. A., Stuss, D, t., & Tulving, D. (1997). Toward a theory of episodic memory: The frontal lobes and autonoetic consciousness: Psychological Bulletin, 121, 331-354
...pporting details. At the conclusion of the article, the authors share their thoughts on how it might be virtually impossible to determine when a memory is true or false. I also like their willingness to continue the investigations despite how difficult it might be to obtain concrete answers.
Learning and memory are fascinating. The world could not function without either. They both are used in many different fashions in a wide variety of places. Learning and Memory have been carefully studied by professionals but are also well known and used by the common people on a daily basis. I am one of those common people, a student who is constantly learning and making the most of my memory. Since enrolling in The Psychology of Learning and Memory class I have come to the realization that I encounter situations in my life that exemplify the very concepts I have studied. I have also learned that it is beneficial to apply the lessons learned in class to my everyday life. Positive reinforcement, learned helplessness and serial recall are a few among many of the learning and memory models that have come to action in my life and in my final reflections surrounding the course.
Keil, F. C. and Wilson, R. A. (1999) The MIT Encyclopedia of the Cognitive Sciences. Cambridge, Massachusetts & London, England: The MIT Press
Memory can be declarative or procedural. A declarative memory would be concerned with the experiences and facts, while a procedural memory is related to skills. A declarative memory is further classified into episodic memory and semantic memory. An episodic memory is based on awareness of a previous experience in a particular situation at a particular time. It develops throughout childhood. A semantic memory is concerned with the factual knowledge about the world (Tulving 1983,1993,2002). The article initially explains the cognitive neuroscience of the development of the episodic memory formation. Behavioral evidence indicates an episodic memory emerges from childhood through adulthood. Developments in cognitive functions such as speed of