Transcript
Per our textbook memory is the capacity to encode, store, and retrieve information (Gerrig, 2012). While reading the text along with comparing the chart under memory (Argosy, 2014) when we take in information are bring encodes (almost like putting files in order for the filing drawer in older days) to categorize where the new information needs to be stored. The information is then stored (filed away) in our brain for later recall (Argosy, 2014). Then the information is able to be retrieved (Argosy, 2014), this is where the information is recalled back to memory in a fashion similar to how it was encoded (viewed and learned) for our use. Our brain is able to process this information through memory processing which breaks down information into two branches of a hiarchy (Gerrig, 2012, Argosy, 2014). Some process are of an automatic nature and are called implicit memories such as our ability to walk (Gerrig, 2012). The other process is effortful and falls into the explicit memories such as events we experience or things that we learn like facts and figures (Gerrig, 2012).
In imagining my 7th grader learning states and capitals we have used loci (Gerrig, 2012) in a way. Loci is a method of learning from ancient Greek orators meaning “place” and is a way of associating the information that we need to recall with places we have been or travel (Gerrig, 2012). We have taken our child and broken the map up into manageable segments of ten states in five segments. Then we have written the state name and the capital name with its location on the map. With our child being a visual type learner, this allows him to recall the look and shape of the state and recall it being Georgia/Atlanta for example, when he sees the map. This would be a type of mnemonic strategy (Gerrig, 2012) which is using familiar information while learning new information to enhance the recall ability.
The next in line effect that occurs when elaborative rehearsal is practiced could be beneficial as well (Gerrig, 2012). This to me would be repeating state/capital for each state and like words in a song it would stick in your mind. This would be a feasible way of learning if my child is an oracle or jingle type of learner.
The section on interference was very intriguing to me because I meet a lot of new people on almost a daily basis, then realize that I know their face but often do not remember their names. The exercise that it had you to practice to pair the name with an object and repeat three times without error (Gerrig, 2012) actually did work and I am going to try this in the future and test it out.
References
Gerrig, R.J. (2012). Psychology and life. (20th edition). .
Argosy University. (2014). General Psychology: Module 3. Retrieved from http://myeclassonline.com
