Organised Unorganised- Psychology Experiment

Topics: Memory, Cognitive psychology, Psychology Pages: 5 (1722 words) Published: March 28, 2011
The aim of this experiment was to investigate the role of organization in learning of meaningful words. It was like a memory test, through which one could conclude how organization helps in strengthening memory. Memory refers to the processes that are used to acquire , store, retain and later retrieve information. There are three major processes involved in memory: Encoding, storage and retrieval. Encoding or registration(receiving, processing and combining of received information) Storage(creation of a permanent record of the encoded information) Retrieval, recall or recollection (calling back the stored information in response to some cue for use in a process or activity) Memory is central to common sense behaviour and also the basis for learning. Stage Model of Information Processing

One of the major issues in cognitive psychology is the study of memory. The dominant view is labeled the "stage theory" and is based on the work of Atkinson and Shiffrin (1968).

This model proposes that information is processed and stored in 3 stages. Sensory memory (STSS). Sensory memory is affiliated with the transduction of energy (change from one energy from to another). The environment makes available a variety of sources of information (light, sound, smell, heat, cold, etc.), but the brain only understands electrical energy. The body has special sensory receptor cells that transduce (change from one form of energy to another) this external energy to something the brain can understand. In the process of transduction, a memory is created. This memory is very short (less than 1/2 second for vision; about 3 seconds for hearing). It is absolutely critical that the learner attend to the information at this initial stage in order to transfer it to the next one. There are two major concepts for getting information into STM: First, individuals are more likely to pay attention to a stimulus if it has an interesting feature. We are more likely to get an orienting response if this is present. Second, individuals are more likely to pay attention if the stimulus activates a known pattern. To the extent we have students call to mind relevant prior learning before we begin our presentations, we can take advantage of this principle. Short-term memory (STM). Short-term memory is also called working memory and relates to what we are thinking about at any given moment in time. In Freudian terms, this is conscious memory. It is created by our paying attention to an external stimulus, an internal thought, or both. It will initially last somewhere around 15 to 20 seconds unless it is repeated (called maintenance rehearsal) at which point it may be available for up to 20 minutes. The hypothalamus is a brain structure thought to be involved in this shallow processing of information. The frontal lobes of the cerebral cortex is the structure associated with working memory. For example, you are processing the words you read on the screen in your frontal lobes. However, if I ask, "What is your telephone number?" your brain immediately calls that from long-term memory and replaces what was previously there. Another major limit on information processing in STM is in terms of the number of units that can be processed an any one time. Miller (1956) gave the number as 7 + 2, but more recent research suggests the number may be more like 5 + 2 for most things we are trying to remember. Because of the variability in how much individuals can work with (for some it may be three, for others seven) it is necessary to point out important information. If some students can only process three units of information at a time, let us make certain it is the most important three. There are two major concepts for retaining information in STM: organization and repetition. There are four major types of organization that are most often used in instructional design: •Component (part/whole)--classification by category or concept (e.g., the components of the teaching/learning model);...
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