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Importance of contextualization in teaching
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Remembering and forgetting is part of our everyday life. There has been a considerable research in past couple of decades which demonstrate that context-dependency could be the key to the improvement of our memory.(ref!) What exactly is it context-dependency? One of the recent studies show that human episodic memory can be influenced by changes in context (Smith & Vela, 2001). If information is learned in one environment or context and then recalled in the same environment, it has a better impact on the recall.
The evidence shows that while effects of context on memory are usually found when recall tests are used, they are not found when recognition tests are used (Smith, 1988). It has been argued that there are more types of contexts which can affect recall. The most common and most examined type is environmental context-dependent memory, further state-dependent memory and mood-congruent/dependent memory.
In this essay there will be discussed the general research which has been done into context dependency following by differences between episodic and semantic memory. Furthermore, the types of contexts will be covered and their possible application for improvement of our memory in everyday life. In the end of the essay 2 specific examples of the use of context dependency will be discussed. These are learning for an exam and improving the memory recall on the work place.
The research into context dependency and its effects on memory dates back more than 80 years ago when Carr (1925) examined the influences of manipulation of the environment on maze running in rats. Many studies have been carried out since then and they support the idea that manipulation of the context, whether it is environmental factors or inner states, aff...
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...a great help in improving our memory recall during an exam. The study of Parker (2001) who found out that the same ambient odour (lemon or lavender) improves performance in free recall, could be one of the beneficial way. However, a further comparison with an additional group showed that while recall of the word list and spatial learning were best when the same odour was present at both learning and text, there was no such context-dependent effect for the problem solving task. Another study was done by Grant, H.M., Bredahl, L.C., Clay, Smith (1985). They carried out an experiment in a silent and noisy condition, when 40 participants read an article. Both types of test showed context-dependency effects. The performance was better in the matching conditions, which indicates that for example studying in silence and recalling in silence can help in the exam performance.
Even our social interactions with others are dependent upon what we remember. In a sense it can be said that our identity relies on an intact memory, and the ability to remember who we are and the things that we have done. Almost everything we do depends on our ability to remember the past.
This investigation looks at retrieval failure in the long-term memory, particularly context-dependant forgetting. The theory behind retrieval failure is that available information stored in the long-term memory cannot be accessed because the retrieval cues are defective. Cue-dependant forgetting theory focuses on the assumption that the context in which we learn something is significant when we come to recall the information. Recall is better if it takes place in the same context as the learning. Research conducted on retrieval failure includes Tulving and Pearlstone (1966) who studied intrinsic cues by asking subjects to learn a list of words from different categories.
Marsh, R. L., Cook, G. I., & Hicks, J. L. (2006). The effect of context variability on source memory. Memory & Cognition (Pre-2011), 34(8), 1578-86.
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).
When we asked the question of how we remember, forget, and learn has been the topic of lots of discussions. Examining how importantly the successes and fails of our memory skills affect our lives, this interest seems exceedingly justified. We count on our memories for lots of what we do like whenever we do identifying, appreciating, and responding right according to the objects and persons we interact in our environment and to the actions in which we take part in writing, speaking, reading, or else communicating in thinking, reasoning, and problem solving, and also to recall the past about our experiences. That is our memory, which holds, and allows us to use, the knowledge we have get about ourselves and the life and that catches the ways in which we have configured to the world so as to better cope with it. There is so much we de...
Semantic memory is our knowledge about the world and language and how it can be seen as our internal dictionary and encyclopedia together as one entity. Throughout its origins, semantic memory has been compared to episodic memory. In contrast, episodic memory refers to knowledge that is temporary or spatial, which is identified in the terms of personal experiences. Within these two systems there are many different models. I am going to discuss Eleanor Rosch's prototype approach feature comparison model, Anderson’s ACT-R model, the Collins and Loftus’s network model, and the exemplar model. I will look to define each of the models through characterization methods, discuss problems within each model, and also explain which model I like the most.
Furthermore this article expands upon this subcategory of memory by describing the two types of tasks involved with it: verbal-production ta...
Experiment 1 represents a replication of an experiment done by Bransford & Johnson in 1972. During their experiment they invoked a schema which is an organizational or conceptual pattern in the mind. They gave their participants different titles, some received a specific title and some received a non-specific title, some participants were given the title before the passage was read and some after the passage was read. After determining who got which title they read them a passage looking to see how many different ideas from the passage they could recall. They came to the conclusion that those who were given specific titles and that had them given to them prior to the passage was read were able to recall more then those that received a non-specific title or those that were given the title after the passage was read. The results do show that schemas do help with recall depending on how they are used and when. For our first replication of the experiment we decided to use one of their techniques of experimenting, which involved giving a specific title and a non-specific title.
Atkinson, R.C. & Shiffrin, R.M. (1968). Human memory: A proposed system and its control process.
According to Sternberg (1999), memory is the extraction of past experiences for information to be used in the present. The retrieval of memory is essential in every aspect of daily life, whether it is for academics, work or social purposes. However, many often take memory for granted and assume that it can be relied on because of how realistic it appears in the mind. This form of memory is also known as flashbulb memory. (Brown and Kulik, 1977). The question of whether our memory is reliably accurate has been shown to have implications in providing precise details of past events. (The British Psychological Association, 2011). In this essay, I would put forth arguments that human memory, in fact, is not completely reliable in providing accurate depictions of our past experiences. Evidence can be seen in the following two studies that support these arguments by examining episodic memory in humans. The first study is by Loftus and Pickrell (1995) who found that memory can be modified by suggestions. The second study is by Naveh-Benjamin and Craik (1995) who found that there is a predisposition for memory to decline with increasing age.
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 findings of Timothy A. Allen along with Norbert J. Fortin, and Erika Hayasaki, reveal further insight into the role episodic memory plays in everyday life for humans. Episodic memory can be understood as memory for personal experience. Episodic memory is a type of long term memory that individuals are consciously aware of; making it an explicit memory. With that being said, this type of memory allows people to relive and re-experience memories from their personal past in their mind. This is why many refer to episodic memory as mental time travel. Through mental time travel, individuals are able to recall the circumstances under which they encountered specific experiences. Circumstances can include concepts such as what, where, and when an experience happened. Given the power that this form of memory provides, it is argued that
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.
Tulving, E. and Craik, F. (2000) The Oxford handbook of memory. Oxford: Oxford University Press.