Learning and Memory
Introduction:
Learning and memory are two topics that have held the attention of researchers for centuries. This is most likely due to the fact that they are integral to our survival, yet are unconscious processes that we take for granted every day.
Learning is defined as relative, permanent change that occurs in an organism’s behavior caused by the influence of its environment. Theories of learning have changed over the years to incorporate more of the complex structural and functional processes behind learning, yet we are still not completely clear on how learning occurs as a whole. Learning is of the following types: Simple learning (habituation, sensitization), Associative learning (classical, operant, aversion) and Complex (imprinting, latent, vicarious)
Memory is the process of acquiring, storing and retrieving information. Memories sub-consciously influence the way we perceive novel situations in our environment as well as how we interpret future events. Memory is of the following types: Immediate, Short term, Long term and Specific
This paper attempts to analyze some aspects of learning and memory as studied by researchers and understand these concepts via are own minor experimental research.
What is the topic about?
Memories are formed through learning experiences and learning occurs using mental frameworks that are stored in memory. Without memory we would not be able to retain information, without which learning would not be possible. Hence we can say that learning and memory are highly interlinked concepts.
In some rare cases, learning persists even though some aspects of memory is lost. Clive Wearing, an amnesiac, lost the ability to form and recall long term or short term memory. However his abi...
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... identical and occurred consecutively.
Subjects from group B and C on the other hand only managed to score a 5-8 score in the test as, there were many commissions as well as omissions.
In the 2 back tests, subjects from group A managed to get scores between 7 and 9.
On the other hand, people from group B and C secured scores ranging from 0-4.
Conclusion: Subjects who had years of practice in playing chess have better visual working memory as compared to people who do not play chess. The hypothesis is accepted.
Discussion
From our study we realized that players in group b had the same working memory as player s in group c. And what we would have liked to do further is try n figure out how long a person has to play chess before a significant difference occurs.
Limitations of our study:
By testing chess players we tested only a small aspect of visual working memory.
Like what can be found in a dictionary as a conventional definition, memory can be understood as “the the store of things learned and retained from an organism 's activity or experience as evidenced by modification of structure or behavior or by recall and recognition" . Memory is the intellectual
Memory is an important and active system that receives information. Memory is made up of three different stages sensory memory, short term memory, and long term memory. According to the power point presentation, sensory memory refers to short storage of memory that allows an individual to process information as it occurs. Short term memory refers to memory that is only available for a limited time. It is information that is held for seconds or sometimes even minutes. Long term memory refers to memory that is stored for a long period of time and it has an unlimited capacity with the ability to hold as much information as possible. Retrieval is key and it allows individuals to have memories. Episodic memory refers to memory for events that we
Loftus, E.F., Leitner, R.L., Berstein, D.M. (2011). Reconstructive memory. Retrieved March 2, 2011, from http://www.education.com/reference/article/reconstructive-memory/
The process of memorization starts at birth with the development of cells and extends throughout the lifetime through the effects of life experiences and stimulants. Like the rest of the body, the brain is made up of cells. These brain cells are different, more specialized cells. (Sprenger 1). Two major brain cells are the neurons- the nerve cells- and the glial cells which work as the ‘glue’ of the neurons. At birth, the brain contains approximately 100 billion neurons. Although that number remains constant over time, these cells can lose their function if not exercised properly in a process called “neutral pruning”. Learning is defined as “two neurons communicating with each other”. A neuron has learned when it has made a connection with another neuron (Sprenger 2).
Memory is the retention of information over time and it changes through our lifespan, from infancy through adulthood (Santrock 218). There are two types of memory, explicit and implicit.
The first issue that needs to be addressed however is what exactly is memory? “ Without memory we would be servants of the moment, with nothing but our innate reflexes to help us deal with the world. There would be no language, no art, no science, no culture. Civilization itself is the distillation of human memory” (Blakemore 1988). The simple interpretation of Blakemore’s theory on what memory is that a person’s memory is at least one of the most important things in their life and without it civilization itself could not exist.
Memory; a subject matter made up of many different aspects and processes which include encoding, storing and retrieval of information. This essay shall focus on these three stages of memory in terms of how they are interdependent and interrelated. For a student, it’s important to fully utilize each process to study effectively and obtain good tests results. To prove that these three processes are essential for effective study methods this essay will make close reference to academic and empirical evidence.
Learning refers to a process by which new information about the world is acquired, while memory describes how knowledge is retained. Memory can be explicit or implicit. In explicit form, there is conscious recall of information about things, people and places, while in implicit type, there is non-conscious recall of tasks such as motor skills(Broadbent et al., 2004).
Memory is the tool we use to learn and think. We all use memory in our everyday lives. Memory is the mental faculty of retaining and recalling past experiences. We all reassure ourselves that our memories are accurate and precise. Many people believe that they would be able to remember anything from the event and the different features of the situation. Yet, people don’t realize the fact that the more you think about a situation the more likely the story will change. Our memories are not a camcorder or a camera. Our memory tends to be very selective and reconstructive.
The memory describes as the mental capacity to retain and revive visual, auditory and physical information (Coon & Mitterer, 2012). Through this, one is able to remember facts, events, impressions and many past experiences (Coon & Mitterer, 2012). There are three components to the memory. These are the sensory memory, short-term memory and the long-term memory (Coon & Mitterer, 2012). The sensory stage is where all types of stimuli are registered and processed (Coon & Mitterer, 2012). Depending on the amount of attention and importance placed in the incoming information, will determine whether the information will enter the short-term memory (Coon & Mitterer, 2012). This describes the encoding phase that takes place in the short-term memory stage where the brain converts the information into a form in order for it to be contained for a later stage (Coon & Mitterer, 2012). Owing to the limited space in the short-term memory, all information and stimuli that enters through here are subject to decay and further forgotten (Coon & Mitterer, 2012). Only through emphasis and repetition will the information enter and stay in the long-term memory (Coon & Mitterer, 2012). This is where the storage phase takes place w...
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.
Memory is remembering the information that is stored in your mind. When we do not have memories, we will not able to recall our pasts, including the people you talked to, things you learn in class, how to do something, and etc. Memory is very important in our everyday life. Previous research, Stroth, Hille, Spitzer, & Reinharbt (2009) suggested that exercise is a great way to enhance memory, mental, and cognitive function.
Learning to tie shoes and ride a bike requires the encoding, storing, and retrieving of past observations of the procedure. With a lot of practice, children master these skills so well that they are able to remember them the rest of their lives. Memory is the storing of information over time. It is one of the most important concepts in learning; if things are not remembered, no learning can take place. As a process, memory refers to the "dynamic mechanism associated with the retention and retrieval of information about past experiences" (Sternberg 260). We use our memory about the past to help us understand the present. The study or memory in psychology is used in different ways, as well as there are many different ways to study how memory works in humans. In psychology there are many tasks used to measure memory, and different types of memory storages that human's use, such as sensory storing, or short term storing. There are also a lot of techniques that humans use to improve their memory, which they can use to learn, such as mnemonic devices. All these things can be classified as important issues in the study of human memory and ways of learning.
Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures (4th ed.). Boston, MA: Pearson/Allyn Bacon.
Learning is shorthand for a collection of different techniques, procedures, and outcomes that produce changes in an organism’s behaviour. Learning psychologists have identified and studied as many as 40 different kinds of learning. However, there is a basic principle at the core of all of them. Learning involves some experience that results in a relatively permanent change in the state of the learner. This definition emphasizes several key ideas: Learning is based on experience; learning produces changes in the organism; and these changes are relatively permanent.