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02-01-2006, 03:26 AM

MEMORY

There are three stages in memory:

1. Encoding – The information is translated into a form that the brain understands and can store.

2. Storage – The information is then held in the memory.

3. Retrieval – Getting the information from the MEMORY store, ready to use.

Encoding, storage and retrieval can be helped by:
1. State or context dependent learning – if we learn something in a particular physiological or emotional state we are more likely to remember it when we return to that state. Overton showed how people who were drunk when they learnt something could remember it best when drunk again! Also, if you are in a certain place when you learn something you will remember it again when you are in that place. The context here is giving us clues. In a study on divers one group were asked to memorise a list of words on the beach and one under the water. When they were asked to remember the words the groups were divided with half the divers recalling where they learnt the information and the other half where they hadn’t ( on the beach or under the water). Those who recalled in the same environment recalled 40% more than those recalling in a different environment. Context seems to improve retrieval of information.

2. Cues – cues like mnemonics, context or organisation can all help us to remember. Tulving & Pearlstone gave two groups of participants lists of words to remember. These lists were arranged in sets with a heading. On recall one group was given a sheet of paper with the headings on it and the other was given a blank sheet of paper. The group who had been given the headings (i.e. the cues) remembered far more than those weren’t. Mnemonics also work in this way.

3. Organisation – this makes the retrieval of information easier. Bower asked participants to learn 112 geological terms. One group had the terms arranged into a true hierarchy and one group had them arranged randomly into a hierarchy. Those who had the true hierarchy recalled far more of the words than those with the random hierarchy. Thus organising materials in a meaningful way helps to improve memory.

In the 19th century Ebbinghaus investigated MEMORY by using lists of nonsense syllables and found that the amount of rehearsal was important to how well something is remembered.
He listed different kinds of testing MEMORY including:
1. Free Recall with no special instructions in any order.
2. Cued Recall where help is given and the item is associated with a cue.
3. Recognition where identification of something originally seen is necessary out of all the information presented.

المصدر: نفساني