PSY 360 Week #3 DQ 2
PSY 360 Week #3 DQ 2
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Date Created: 11/13/15
PSY 360 [WEEK #3 - DQ 2] What strategies may be used to enhance memory? For those of us who have deficits in the storage and retrieval of information – whether it be from longterm memory or shortterm memory, but not be able to recall the information we’ve studied when taking the tests?? I think there can be some significant remedies when finding strategies to enhance memories. Or at least, these work for me. 1. Directions in Multiple Formats: I think there are benefits from being given directions in both visual and verbal formats. In addition, understanding and memorizing instructions and encouraging us to repeat the directions given and explain the meaning of these directions. For me: Examples of what needs to be done are also helpful for enhancing memory directions. 2. Overlearn Material: I think there is a necessity of "overlearning" new information and by design, we are habitual creatures and we often learn by repetition. 3. Visual Images and Other Memory Strategies: Another memory strategy that makes use of a cue is one called word substitution. The substitute word system can be used for information that is hard to visualize, for example: the word occipital or parietal. Essentially, these words can be converted into words that sound familiar that can be visualized. 4. Prepared Handouts [Syllabus]: Class syllabus and series of oral directions would be good reinforcements to enhance memory. The Syllabus consists of a brief and detailed outlines of what is expected. Having this information both enables us students to identify the salient [relevant] information that is given during the course and to correctly organize the information in any personal notes we take. Both of these activities enhance memory of the information as well. 5. Be Active Readers: To enhance shortterm memory registration and/or working memory when reading, students should underline, highlight, or jot key words down in the margin when reading chapters. They can then go back and read what is underlined, highlighted, or written in the margins. To consolidate this information in longterm memory, they can make outlines or use graphic organizers. PSY 360 [WEEK #3 - DQ 2] 6. Write Down Steps Perhaps Math Problems: Students who have a weakness in working memory should not rely on mental computations when solving math problems. For example, if they are performing long division problems, they should write down every step including carrying numbers. When solving word problems, they should always have a scratch piece of paper handy and write down the steps in their calculations. This will help prevent them from losing their place and forgetting what they are doing. 7. Provide Retrieval Practice: Research has shown that longterm memory is enhanced when students engage in retrieval practice. Taking a test is a retrieval practice, i.e., the act of recalling information that has been studied from longterm memory. Thus, it can be very helpful for students to take practice tests. When teachers are reviewing information prior to tests and exams, they could ask the students questions or have the students make up questions for everyone to answer rather than just retelling students the tobe learned information. 8. Develop Cues When Storing Information: According to the memory research, information is easier retrieved when it is stored using a cue and that cue should be present at the time the information is being retrieved. For example, the acronym HOMES can be used to represent the names of the Great Lakes – Huron, Ontario, Michigan, Erie and Superior. The acronym is a cue that is used when the information is being learned, and recalling the cue when taking a test will help the student recall the information. 9. Prime the Memory: Cues that prepare students for the task to be presented are helpful. This is often referred to as priming the memory. For instance, when a reading comprehension task is given, students will get an idea of what is expected by discussing the vocabulary and the overall topic beforehand. This will allow the person to focus on the salient information and engage in more effective depth of processing. 10. Review Material Before Going to Sleep: It would be helpful to review material right before going to sleep at night. Research has shown that information studied this way is better remembered. Any other task that is performed after reviewing and prior to sleeping (such as getting a snack, brushing teeth, listening to music) interferes with consolidation of information in memory. PSY 360 [WEEK #3 - DQ 2] Hello L. Renny, In your humble opinion, do you believe repetition is more useful for the shortterm memory rather than the longterm memory? With reviewing the literature on memory; many researchers of memory believe that shortterm memory system holds information only for a few seconds. If the information in shortterm memory is not transferred to logterm memory for more permanent storage, it possibly can vanish. Do you believe this assumption; and if so what are some possible memories you think probably will not transfer to longterm memory? Dametrius Byno, Ph. D., GCDF Faculty University of Phoenix ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Thank you Dr. Byno, Well, first off: No, I do not necessarily believe that assumption. Memory, for specific information, can vary vastly according to the individual and the individual's state of mind. It really is so broad! A defining condition of being human is, understanding the meaning of our experiences. To me, this helps with retention: whether it be short or longterm memory. If it is personally applied it will withstand long term, even in shortterm recognition. Also, recalling memorable episodes enables us to retrieve details that would otherwise be forgotten. In more a broad term, specific biological mechanisms of memory are not fully understood, but most scientists believe that memory results from changes within connections or certain connection strengths between the neurons in brain. One possible longterm, is potentiating (LTP.) Roughly stated, LTP refers to a procedure whereby if two neurons are usually active together, the connection between them will be strengthened; that means…. over time, that activity in one neuron will tend to produce activity in the other neuron. Thus, affecting short term memory. PSY 360 [WEEK #3 - DQ 2] On a slightly different note: I think for many of us, we are habitual creatures and the hope or goal, is to NOT be addictive to things that are destructive. I think we can retrain ourselves into good habits, even its within new habits we’ve never experienced. There is a long standing myth that your brain is "hardwired" at an early age and then very difficult to change. Although, to me, the good news is, that this myth is not true; our brains retain the ability to learn, to be trained, throughout your life. Hence, we are in school.
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