013332
Subject Lecturer: Bob Pithers
Date Due: Tuesday, January 11, 2005
|
Assessment Task 1 |
|
|
Section 3 |
Memory and Remembering |
|
|
|
|
|
|
*****************************************************************************************************************
Q: Under what conditions or
circumstances are interference effects involved with remembering likely to be
severe?
A: Interference occur both
proactively and retroactively, it suggests that things learned either at the
first or at the last can be forgotten. The interference will be more severe
when there is Over-Learning, learning too much in one time will make
remembering more difficult as the first learning interfere with later learning,
and vice versa. Often the middle part will be the most difficult to remember as
both interference effects are working. Furthermore, learning too many similar
concepts in a time will make more forgetting as all concepts are mixing up
together.
Q: What evidence is there to
support the contention that failure to remember is primarily because of failure
of retrieval?
A: Evidence shows that when
proper, relevant and necessary cues presented would facilitate recall. Hence,
when there is strong and impressive cue is provided in learning, once that cues
appear again would recall the relevant matter, vice versa. People learn several
different things at a time there will be interference effects, which emerge
from competition for access to memory between likely retrieval cues. Thus, the
primarily cause of failure to remember is the failure of retrieval of relevant
remembrance.
Q: Are there any particular
factors or research findings which suggest that the retention of
perceptual-motor skills is different from that of verbal material? Discuss this
contention.
A: Researches suggest that
verbal retrieval after long delays can be improved by repeat rehearsals, but
the retention is usually worse than retention of perceptual-motor skills. It is
because skills can simply be practiced continuously, though verbal retrieval
can be practice by rehearsal, there are more interferences between difference
concepts. Besides, skills usually involve particular organizations and
structures which make retention easier.
Q: In
which ways, during acquisition, can teachers or trainers plan to aid the later
retrieval of learned material?
A: Learned
material should be tested, with increasing delays, besides, rehearsal, further
practice, repetition are also important, repeat doing these can be overlearning
so to build automaticity. Proper reinforcement and feedback should be provided,
mind the proper frequency and amount of both as well. Develop a structural
organization of information system, grouping and chunking in order to make the
confusing concepts clear. When developing the system, trainers should emphasis
on the focus to help correct retrieval, make sure the learners know the meaning
behind so that they can elaborate the encoding more efficiently. Provide visual
aids, make connections with other stimuli to create strong impression. Use
logical search techniques, rhymes and mnemonics to make memorization easier.
Q: Which
of the various ideas to promote memory and later retrieval presented in this
chapter appear to have most relevance to your subject-matter content, students
and context? Why?
A: Focus
attention, add meaning, visualization and structure information would be the
most relevant ideas for me. As I have to present conceptual ideas, knowing the
meaning, help encoding and decoding is very important, otherwise, they would
just keep fragments but not a holistic knowledge. Drawing focus on the other
hand can help to structure the piecemeal ideas, visualization of different
mechanisms could make learners understand easier, which is the most important
because while they could not understand, there will be nothing to acquire and
retain.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~