Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Basic component of memory improvement
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Basic component of memory improvement
Introduction
In this paper, I will discuss three strategies that I could use to improve my studying for the final exam in this course. The following will provide a description of what these strategies are and also, how I plan to implement each method. The strategies that I will be using are the distributed practice, generation effect, and testing effect strategies - all of which are ways to improve memory.
Distributed Practice
Distributed practice is one way to boost performance on exams. Distributed practice is a strategy where studying is done over many study sessions and the length of time studying is relatively short in duration (Janel Fergusson, 2014). As discussed in class, this strategy is proven to be more effective than massed practice,
…show more content…
On weekdays, I will allocate 30 minutes a day for reading and studying for this course. I will spend additional time studying on days where MindTap quizzes and exercises are due. Prior to the final exam, I will conduct my study a week ahead in order to avoid massed practice. Although this strategy will require greater effort to implement compared to the following methods, this method will certainly improve my memory and enable me to perform better on the test.
The Generation Effect
The generation effect is a strategy that involves coming up with the material on your own (Janel Fergusson, 2014). This method allows for information to be better remembered compared to simply reading. This is largely due to the process in which an individual generates material using his or her own mind, which ultimately enhances memory.
Rather than reading through the textbook multiple times, I will create notes to help me study for the final exam. My notes will consist of term definitions, along with examples to help me better understand the concepts. However, instead of using the examples provided in the textbook and in class, I will generate examples of my own. To implement the generation effect further, I will define psychology terms in my own words in order to aid my
The first suggestion Leamnson offers to progress learning is to make notes instead of “copying what’s on a chalkboard or being projected on a screen” (3). The essence of Leamnson’s argument is that instead of simply jotting down everything the
The World of Psychology. (2002). A Pearson Education Company. Boston, MA: Samuel Wood & Ellen Green Wood p. 593
This goes along with the scientific study mentioned in the article that students who had two studying sessions did exceptionally well on a test given right after the sessions, but gradually forgot the material (Carey, 2010). An additional studying condition I have is to do practice problems and tests on the material I will be tested on. This connects to the reading for the reason that I am being exposed to a variety of problems, which, according to the text, is a brilliant way to review. My studying habits will be adjusted to be like the ones mentioned in the article so that I will make the most of my reviewing
Feist, G. J., & Rosenberg, E. L. (2012). Learning. In Psychology: Perspectives & connections (2nd ed., p. 310). New York, NY: McGraw-Hill Higher Education.
Davis, S. F., & Palladino, J. J. (2003). Psychology. (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
(Feldman, 2009; Pg. 401) (Feldman, 2009; Pg. 401) (Feldman, 2009; Pg. 401-402) (Feldman, 2009; Pg. 401-402) ¬Essentials of Understanding Psychology, 8th Edition Robert S. Feldman McGraw-Hill Higher Education, 2009
McKinley, J. and Fryer, D. (2004), Higher Psychology: Approaches and Method. KEEGAN, G. (2002) Hodder and Stoughton, London, 298 pp
Altogether this study has helped us learn more about the brain and memory. Learning is measured thorough when a student can reiterate the right answer to a question. In this study, students in one conditions learned forging language vocabulary words in standard example of recurrent study exam trials. In three other conditions, once a student had correctly formed the language item, it was constantly studied but dropped from further testing. Repeatedly tested but dropped from the further study or just dropped from both the study and also the test. The results reveal the critical part of retrieval practice in combining education and shows that even college students seem naive of the fact.
Gall, S. B., Beins, B., & Feldman, A. (2001). The gale encyclopedia of psychology. (2nd ed., pp. 271-273). Detroit, MI: Gale Group.
Baird, A. A. (2011). THINK Psychology (2nd ed.). Upper Saddle River, NJ: Pearson Education. (pp. 264-275).
Nevid, J. S. (2012). Essentials of psychology: Concepts and applications. Belmont, CA: Wadsworth, Cengage Learning.
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
The Open University Press Davis, S.F. and Palladino, J.J. (1995) Psychology. Englewood Cliffs, N.J. : Prentice Hall Website : http://www.webref.org
Hewstone, M. Fincham, F. and Foster, J (2005). Psychology. Oxford: The British Psychological Society, and Blackwell Publishing. P3-23.
Boyd, D., Wood, E.G., Wood, S.E. (2014, 2011, 2008). Mastering the world of psychology. Upper Saddle River, NJ: Pearson Education, Inc. 128-129, 329-330, 335-340. Print.