Verbal Learning
Research in verbal learning has as a goal the way in which people gain and retain knowledge of symbolic representation or stimuli of objects or events and the relationships among them (Tulving & Madigan, 1970). Research in verbal learning follows the work of Herman Ebbinghaus who identified verbal learning methods still used today. This paper will first review the concept of verbal learning and then compare and contrast the verbal learning methods of serial learning, paired associate learning, and free recall. The concept of mnemonics in the recall of verbal stimuli will also be examined (Terry, 2009).
Concept of Verbal Learning The concept of verbal learning is credited to Herman Ebbibghaus (1885) and his scientific research on memory. Verbal learning may simply be stated as the memorization or learning of a list of words (Terry, 2009). Early research in verbal learning studied factors such as the number of repetitions the spacing of repetitions, or the transfer of learning from one list to another (Terry, 2009). Verbal learning however actually involves more than just the memorization of words. In actuality, many times we study learning of non-word items such as pictures, faces, or places (Terry, 2009). Furthermore, the study of verbal learning goes beyond that of passive memorization. Learners play a very active role in manipulating experimental stimuli.
Serial Learning Serial learning is defined as a list of items learned and reproduced in the sequence of occurrence within the list (Terry, 2009). Serial learning is identified frequently in everyday life. Examples of serial learning are children learning the alphabet or trying to memorize a poem, and numerical codes or passwords for computers (Terry, 2009). In study trials of serial learning, Terry (2009) explains, a list is presented and then alternated with test trials in which a participant tries to recall the items from the list. Learning is quantified by counting the number of
Concept of Verbal Learning The concept of verbal learning is credited to Herman Ebbibghaus (1885) and his scientific research on memory. Verbal learning may simply be stated as the memorization or learning of a list of words (Terry, 2009). Early research in verbal learning studied factors such as the number of repetitions the spacing of repetitions, or the transfer of learning from one list to another (Terry, 2009). Verbal learning however actually involves more than just the memorization of words. In actuality, many times we study learning of non-word items such as pictures, faces, or places (Terry, 2009). Furthermore, the study of verbal learning goes beyond that of passive memorization. Learners play a very active role in manipulating experimental stimuli.
Serial Learning Serial learning is defined as a list of items learned and reproduced in the sequence of occurrence within the list (Terry, 2009). Serial learning is identified frequently in everyday life. Examples of serial learning are children learning the alphabet or trying to memorize a poem, and numerical codes or passwords for computers (Terry, 2009). In study trials of serial learning, Terry (2009) explains, a list is presented and then alternated with test trials in which a participant tries to recall the items from the list. Learning is quantified by counting the number of
References: McLeod, S. A. (2008). Serial Position Effect. Retrieved 16 Jul 2012 from http://www.simplypsychology.org/primacy-recency.html Terry, W.S. (2009). Learning and memory: Basic principles, processes, and procedures. Pearson Education (4th ed.). Boston: Pearson/Allyn & Bacon. Tulving, E., Madigan, S.A. (1970). Memory and verbal learning. University of Toronto. Retrieved 15 Jul 2012 from http://alicekim.ca/AnnRev70.pdf.