memory and retention

8/13/2019 Memory and Retention

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© Bourne, Ekstrand.(1976), Psychology its Principles and its Meaning second edition

Free-recall learning. In a free-recall task the subject is confronted with a list of items (words, nonsense

syllables, sentence) and is asked to memorize them. The study-test or recall method is often use. First of

all, the items are shown to the subject for a study trial, followed by a test trial during which the subject

trial, followed by a test trial during which the subject attempts to recall the items in any order they

occur to him. After the test trial, there may be another study trial in which the items, there ay be

another study trial in which the items are presented to the subject in a different order, followed by a

test, and so on for as long as the experimenter wishes to continue. One interesting thing about recall in

any order he typically will adopt a fixed sequences across several study-test cycles. The subject will tend

to give the items In the same order each time, a phenomenon known as subjective organization.

Subjective will tend to give the items in the same order each time, a phenomenon known as Subjective

organization.

Subjective organization is important for several reason. First, it shown clearly that subject actively

participate in the earning task, thinking and organizing as they learn. The learner is not passive In the

process, waiting for items to be “stamped-in” or conditioned. as some philosophical and theoretical

positions would have us believe. The organizational phenomenon also indicates that there are

limitations on our memories. Some evidence that, actually, we can keep track of only about seven items

at a time in our immediate memory ; that is, we have a limited capacity memory. Surprisingly, the actual

amount of information in each items has little effect on this seven-item limitations.

Memory Aids (Mnemonics) pp 126

1. The Peg system

- Memorize a set of “memory pegs” in advance of learning. A convenient peg system consist of numbers

and words that rhymes with the numbers, the rhyme helping you to retrieve the words the number

2. The method of Loci (Locations)

- This system is also a peg-type device, but the pegs consist of a sequence of locations that can always

be recalled in order

3. Verbal Elaboration

- known also as Narrative chaining, you make up a story centering on the items to be remembered

4. Coding Numbers to Letters

-This is a system that, unlike the others, can be helpful in remembering number such as dates. street

addresses, etc. Each of the digits from zero to 9 Is assigned a consonant and you memorize this code.



Storage, retention and retrieval. Psychological analyses of memory have led to the identification of 3

stages of components: Storage, retention and retrieval. Storage is the assignment of items of

information to be remembered to some hypothetical memory system. Retention is holding items in

storage for later use. The intervention between initial storage and eventual recall is referred to as the

retention interval. Retention interval refers to the extraction of items, heretofore stored and retained,

for use on some task. Memory failure can be traced in one of these processes the to-be-remembered

information might have been poorly stored or not really stored in the first place. Assuming proper

storage, the information might somehow have been lost through the passage of time .Finally, the

information might have been stored and retained, but some reason it was unretrievable when needed

Two commonly used test for memory are the recognition test and the recall test. In a recognition test ,

the subject is presented with the correct response along with some “distractor” responses and he

merely has to recognized which of the several presented responses is correct. Inrecall test the subject

has to produce the correct responses on his own, as in a fill-in-the-blank or essay test.

© Carlson, Neil R. (1984) PYCHOLOGY The Science of Behavior

Memory

Sensory Memory – last only for a brief time –perhaps a second or less- and is difficult to distinguish

from perception

The original contained in sensory memory represents the original stimulus fairly

accurately. Generally we are not aware of sensory memory; no analysis appears to be performed on the

information while it remains in this form, its function is appears to be hold onto information log enough

Short-Term - is an immediate memory for stimuli that have just been perceived. We can remember a

new items of information (such as a telephone number) as long as we want to simply by rehearsing it.

However, once we stop rehearsing the information there is no guarantee that we will be able to

remember it later.

Long-Term –



Increasing Student Engagement and Retention using

Immersive Interfaces: Virtual Worlds, Gaming and

Simulation

by Patrick Blessinger

Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and

Simulation' uses case studies, surveys, and literature reviews to critically examine how gaming, simulation, and

virtualization are being used to improve teamwork and leadership skills in students, create engaging communities of

practice, and as experiential learning tools to create inter-cultural, multi-perspective, and global experiences.

Chapters include how to increase learner engagement using serious games, using game features for classroom

engagement, using client-based peer assessment in multi-role, whole-enterprise simulations, using virtual worlds to

develop teacher candidate skills, enhancing leadership skills through virtual simulation, using online video

simulation for educational leadership, using augmented reality in education, using open source software in

education, using educational robotics laboratories to enhance active learning, and utilizing the virtual learning

environment to encourage faculty reflection. This volume will also discuss a framework for deploying and assessing

these technologies.

http://www.academia.edu/2294175/Increasing_Student_Engagement_and_Retention_using_Immersiv

e_Interfaces_Virtual_Worlds_Gaming_and_Simulation

http://www.academia.edu/2294175/Increasing_Student_Engagement_and_Retention_using_Immersive_Interfaces_Virtual_Worlds_Gaming_and_Simulation




http://independent.academia.edu/PatrickBlessinger














5 ways to boost your memory

Some memory change is normal as we age--for example, it becomes harder to pay attention to

more than one thing at a time, so you may notice it is harder to multi-task. Our "processing

speed"--how fast we can encode and/or retrieve information--also slows: You may find it takes

you longer to learn a list of words, for example. Forgetting names also is a common complaint.

If you notice a slight deterioration in your powers of recall, try not to panic. Your doctor can help

you determine if any concerns are in the normal range for your age, and also rule out causes

such as medication (for example, some blood pressure drugs can adversely affect memory).

Follow these tips to help boost your memory:

1 Focus on one thing at a time The more attention you give to a task or activity, the more likely

you'll be able to recall details later.

2 Stretch your long-term memory At the end of each day, mentally rewind through everything

you have done in as much detail as possible: what you ate, where you went, who you saw, what

time you got up, etc. When you get to a point where you can recall your day smoothly, start

moving on to the day before, and so on.

3 "See" a memory to make it stick Link information you want to remember to a mental image--

e.g., imagine the post office glowing brightly to help you remember it is located on Bright Street.

Or use information you already know--you could remember that a new acquaintance's name is

Ronald by picturing him dressed like Ronald McDonald.

4 When you're introduced to someone new, repeat their name at least three times during the

conversation: confirm that you heard it right, use it while you're talking, and use it again when

you're leaving.

5 Stimulate your brain Cognitively stimulating activities may help maintain healthy memory

function, so join a book group, study a new language, or learn to play a musical instrument. 7E3

"5 ways to boost your memory." Focus on Healthy Aging June 2013: 5. Nursing and Allied Health Collection.

Web. 12 Dec. 2013.

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Practice. Dream. Improve. Repeat. Nap-time reveries may be the

brain training itself to do better

Bruce Bower

People who have nap-time dreams about a task they've just practiced get a memory boost on

the task upon awakening, Harvard researchers report online April 22 in Current Biology.

Memory-fortifying brain processes during sleep actually cause dreams, the paper's authors

propose, as a structure called the hippocampus integrates recently learned information.

That's a "tempting speculation," says physiological psychologist Jan Born of the University of

Lubeck in Germany.

In the study, 99 college students age 18 to 30 spent 45 minutes navigating a virtual 3-D maze

on a computer. They were instructed to remember the location of a particular tree in the maze,

then given a five-hour break. For the first 90 minutes of the break, students were assigned

either to take a nap or to engage in quiet activities such as watching videos.

In a second try at the maze, nappers who reported dreaming about the maze task--four out of

50--found the tree much faster than they had in initial trials. These individuals described dreams

such as seeing people at particular locations in a maze or hearing music that had played in the

lab during testing.

A 90-minute snooze mostly involves non-rapid eye movement, or NREM, sleep. Previous studies

have found links between brain activity during NREM sleep and better learning by rats and

people. Neural activity sparked by recent learning has not been observed during rapid eye

movement, or REM, sleep, which often includes especially vivid and bizarre dreams. The

researchers now plan to examine whether people who have REM dreams about a maze task

during a full night's slumber navigate that maze better the next day.

Bower, Bruce

Bower, Bruce. "Practice. Dream. Improve. Repeat. Nap-time reveries may be the brain training itself to do

better." Science News 22 May 2010: 12. Academic OneFile. Web. 12 Dec. 2013.

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Invictus

Out of the night that covers me,Black as the Pit from pole to pole,I thank whatever gods may beFor my unconquerable soul.

In the fell clutch of circumstanceI have not winced nor cried aloud.Under the bludgeonings of chanceMy head is bloody, but unbowed.

Beyond this place of wrath and tearsLooms but the Horror of the shade,

And yet the menace of the yearsFinds, and shall find, me unafraid.

It matters not how strait the gate,

How charged with punishments the scroll.I am the master of my fate:I am the captain of my soul.

William Ernest Henley

memory and retention

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