Study and Critical Thinking Skills in College PDF

Study and Critical Thinking Skills in College Eighth Edition LEARNING AND REMEMBERING 2 Learning and Memory Copyright © 2017, 2011, 2008...

Study and Critical Thinking Skills in College Eighth Edition LEARNING AND REMEMBERING 2 Learning and Memory Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved PRINCIPLE OF LEARNING Develop Effective Learning Strategies Decide what to learn Get focused Learn as efficiently as possible Use visualization Organize information by chunking Use effective study strategies Copyright © 2020, 2017, 2013 Pearson Education, Inc. All Rights Reserved Learning and Remembering In order to learn, we need first to define what types of learner we are.( refer 1st week note) Based on the types of learner then we can access to learning process of our system. Learning will be include with a memory system of individual which how will the memory run the process of encode, store and retrieve. Copyright © 2020, 2017, 2013 Pearson Education, Inc. All Rights Reserved Memory- known as part of mind which play an important part in human living situation How do the memory run? Encoding Storing Retrieve Copyright © 2020, 2017, 2013 Pearson Education, Inc. All Rights Reserved Copyright © 2020, 2017, 2013 Pearson Education, Inc. All Rights Reserved Encoding the transformation as well as the transfer of information into a memory system, requires, in general, selective attention, the focusing of awareness on a particular set of stimuli or events. Information may also be encoded at different levels of processing. @ the process through which information enters the brain through senses. Eg: smell a perfume will attract a person to know brand of the perfume.. Copyright © 2020, 2017, 2013 Pearson Education, Inc. All Rights Reserved Storage Usually after encode, memory running into the two memories which is a short and a long term memory. Short term known as Storage in brain or memory where holding an information for only a few seconds and lasts much less than a minute. also known as primary or active memory, is the information we are currently aware of or thinking about. Long term known A permanent store of information and has unlimited capacity of storage which need a process of retrieval to recall it. Eg: the perfume brand which known as Body Glove will be store in short term, if the perfume attract the person once again and the body glove name occur in mind meaning that the brand had already stored in the long term memory. Copyright © 2020, 2017, 2013 Pearson Education, Inc. All Rights Reserved Retrieval the process of getting information out of memory Eg: the brand body glove which in the long term memory will be recall as the smell come once again, then the process of recalling it is the retrieval process. Create a situation where you can explain about the three process of encoding, storing and retrieving. Compare either by audio or visual will you be best in learning and remembering. Copyright © 2020, 2017, 2013 Pearson Education, Inc. All Rights Reserved Understand How Learning and Memory Work How encoding works How sensory storage works How short-term memory works How long-term memory works Copyright © 2020, 2017, 2013 Pearson Education, Inc. All Rights Reserved How encoding works Encoding is the process by which information enters the brain. During encoding, environmental stimuli are transmitted to your brain for very brief sensory storage and interpretation. How sensory storage works Sensory storage—the short period of interpretation during which information stays briefly in the nervous system while the brain interprets it. Selective attention—the process by which your brain automatically sorts out the more important signals from the trivial ones. Copyright © 2020, 2017, 2013 Pearson Education, Inc. All Rights Reserved How short-term memory works Short-term memory holds the information that was sent from your sensory storage system. It is used to store information you wish to retain for only a few seconds. It lasts perhaps 20 seconds. Information in short-term memory is forgotten or transferred into more lasting storage (long-term memory). How long-term memory works Long-term memory is a relatively permanent store of information, nearly unlimited in span (length) and capacity (size). Once information is stored in long-term memory, it can be recalled through the process of retrieval. The manner in which information is stored in your memory affects its availability and how easily you can retrieve it. Copyright © 2020, 2017, 2013 Pearson Education, Inc. All Rights Reserved How Learning and Memory Work (1 of 6) Stage 1: Encoding – The process of acquiring information ▪ Your brain is constantly receiving signals ▪ The five senses provide information – Hearing – Sight – Touch – Taste – Smell ▪ Environmental stimuli are then translated to your brain for a brief period of sensory storage Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved How Learning and Memory Work (2 of 6) Stage 2: Storage – Placement of information in your memory ▪ Sensory storage – Brain interprets signals, discards unimportant – Lasts a few seconds ▪ Short-term memory – Holds information from sensory storage – Can store five to nine chunks of information at a time – Lasts less than one minute Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved How Learning and Memory Work (3 of 6) ▪ Long-term memory – Permanent storage of information – Nearly unlimited span and capacity – Language, visual images, physical Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved How Learning and Memory Work (4 of 6) Transfer from short-term to long-term memory – Role learning ▪ Repetition of information – Difficult to retrieve – Elaborative rehearsal ▪ Thinking process – Asking questions, making associations, connecting new material – Recoding ▪ Rearranging, changing, and grouping information – Becomes more meaningful, easier to recall Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved How Learning and Memory Work (5 of 6) Stage 3: Retrieval – Accessing and using the information held in storage ▪ Pulls stored information from your memory ▪ Closely tied to storage ▪ The manner in which information is stored affects how well it can be retrieved Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Encoding: Getting Information Into Memory Attention: –Focusing awareness Selective attention = –Filtering: evidence for both early and late filters –Divided attn: memory will not be as strong Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Models of selective attention Levels of Processing: Craik and Lockhart (1972) AKA: Depth of Processing Incoming info processed at different levels 3 levels: shallow, intermediate, deep – Deeper processing = Encoding levels for verbal info (Craik & Tulving, 1975): – Structural = – Phonemic = – Semantic = Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Levels-of-processing theory Storage: Maintaining Information in Memory Analogy: information storage in computers ~ information storage in human memory Information processing theories like the Atkinson-Shiffrin Model – 3 Parts to Memory: ▪ Sensory Memory: ▪ Short-term Memory: ▪ Long-term Memory: Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved The Atkinson and Shiffrin model of memory storage  Short Term Memory (STM) Limited capacity: –Chunking – grouping familiar stimuli for storage as a single unit –- example: 12348734 or 123 487 34 (which one easy to remember?) Limited duration - Rehearsal Type 1 or maintenance rehearsal – nonsemantic rehearsal of information; repetition of information as in memorization – Considered shallow processing because most of the information is lost if rehearsal stops Type 2 or elaborative rehearsal - semantic processing of information; using the meaning of the material to better remember it – Gets information into long term memory – deep level processing –– Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Long-Term Memory: Unlimited Capacity? Permanent storage? –Flashbulb memories- The recall of very specific images or details surrounding a vivid, rare, or significant personal event; details may or may not be accurate (e.g., 9/11, wedding day, high school graduation, Hurricane) –Recall through hypnosis ▪ “repressed memories” Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Retrieval: Getting Information Out of Memory Tip-of-the-tongue phenomenon – failure in retrieval –Retrieval cues… the first letter of the word… Recalling an event –Context cues… remember elementary school? Reconstructing memories Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved  Forgetting: When Memory Lapses  Recall: This type of memory retrieval involves being able to access the information without being cued. Answering a question on a fill-in-the-blank test is a good example of recall.  Recollection: This type of memory retrieval involves reconstructing memory, often utilizing logical structures, partial memories, narratives or clues. For example, writing an answer on an essay exam often involves remembering bits on information, and then restructuring the remaining information based on these partial memories.  Recognition: This type of memory retrieval involves identifying information after experiencing it again. For example, taking a multiple-choice quiz requires that you recognize the correct answer out of a group of available answers. Relearning: This type of memory retrieval involves relearning information that has been previously learned. This often makes it easier to remember and retrieve information in the future and can improve the strength of memories Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Ebbinghaus’s forgetting curve for nonsense syllables Strategies for Improving Encoding, Storage, and Retrieval (1 of 4) Improving encoding – Exclude competing stimuli ▪ Consciously exclude anything that does not relate – Use various sensory modes ▪ Use as many senses as possible – Carefully and specifically define purpose ▪ Know the type of information you need – Use previewing ▪ Anticipate both the content and structure of the incoming message Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Strategies for Improving Encoding, Storage, and Retrieval (2 of 4) Improving storage – Use immediate review ▪ After reading or lecture ▪ Facilitates retrieval – Use numerous sensory channels ▪ Makes storage more effective Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Strategies for Improving Encoding, Storage, and Retrieval (3 of 4) Improving storage – Organize or recode information to be stored ▪ Group information into chunks – Use elaboration ▪ Read, reread, reflect, ask questions – Connect new learning with previous learning ▪ Link new learning to already stored information Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Strategies for Improving Encoding, Storage, and Retrieval (4 of 4) Improving retrieval – Use visualization ▪ Create mental picture of what you want to learn – Develop retrieval clues ▪ Select word/phrase that summarizes or categorizes pieces of information – Simulate test conditions ▪ Practice retrieving information by simulating test conditions – Learn beyond mastery ▪ Continue practice and review after you learn Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved  How to get focused: Avoid competing visual information. Identify your purpose. Decide what types of information you need to learn. Use previewing Learn as efficiently as possible—optimize your study time (see box for details on each point below): Use numerous sensory channels. Learn in your own words. Connect new information with old information. Take advantage of your learning style Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Use visualization—creating a mental picture of something. Visualization makes remembering easier because related information is stored in one unified image, and if you can recall any part of that mental picture, you will be able to retrieve the whole picture. To organize information by chunking: Discover how the material you are studying is connected. Look for similarities and differences. Look for sequences and obvious divisions within the sequences. Use effective study Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Questions ? Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved Copyright Copyright © 2017, 2011, 2008 Pearson Education, Inc. All Rights Reserved