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What is the effect of environment on learning
What is the effect of environment on learning
How environment affects learning
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As world spin and time pass by, we learn a lot of new things every day. Some we may remember immediately but some are impossible to do it. Thus we as a human try a lot of ways to make every day life easier. Word clustering is one of it. Clustering is meant “similar” or “same”. The way we use it is, when we a given a thing to do, we will categorize same thing that have similar or same pattern or any common pattern. This word clustering seems to give a different impact on every people. We have two types of memory, long term memory and short term memory. Long term memory is something we might remember from our children experience. Meanwhile, short term memory is might be something that we just see a few minutes or days ago but after a few years, we cannot remember every detail of the incident. So the main aim of this research is to know either word clustering will give impact or not to our memory and how does time will give huge impact for memory to remember any information.
According to Cohen (1963), there is two type of word categorize, Exhaustive (E) and Nonxhaustive (NE). This is the same with clustering and non-clustering word. When three or four words are represented all or nearly all of the words of the category, thus it is an Exhaustive (Cohen, 1963). Nonxhaustive is a word that is selected from a huge number of words that are nominally belonging to the category. In Cohen research, Cohen conducted two experiments. Experiment I, Cohen divided nine groups into try another small group. Every three group received list of 10, 15, or 20 unrelated words, 10, 15 or 20 NE words categories or 10, 15, or 20 E word categories. Constant time is given to study the entire list. Meanwhile, in Experiment II, the total presentation was vari...
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...words in the lists, so participants could remember all the words and this also contributed to the weaknesses of this study.
Another few weakness of this research also has contributed to the results. First, is the room of the experiment was conducted. As the most important element in every experiment is the comfortableness of every participant. During the experiment of mine, the experiment was done in a hot room although there is aircond inside the room but it is not enough to cool down the room. This may affect the mood of the participants and them only thinks to complete the experiment as soon as they might and went back.
A second weakness is participants. They know that they will get nothing because they help for free. It is high possibilities that they did not do their best and only complete the tasks that were given to them just because they respected us.
...Baddeley (1966) study of encoding in the short term memory and long term memory supports the MSM model on the mode of processing such that words are processed on recall and both models share the same opinion that processing does influence recall. Finally, the MSM model of memory states that all information is stored in the long term memory, however, this interpretation contrasts with that of Baddeley (1974) who argue that we store different types of memories and it is unlikely that they occur only in the LTM store. Additionally, other theories have recognised different types of memories that we experience, therefore it is debatable that all these different memories occur only in the long-term memory as presumed by the multi-store model which states the long term memory store as with unlimited capacity, in addition it also fails to explain how we recall information.
Another confound that may impact the results of this study could be the testing effect. Repeated testing may lead to better or worse performance. Changes in performance on the test may be due to prior experience with the test and not to the independent variable. In addition, repeated testing fatigues the subjects, and their performance declines as a result (Jackson, 2012). Because the professor is interested in determining if the implementation of weekly quizzes would improve test scores, an experimenter and/or an instrumentation effect may also affect results.
Going into details of the article, I realized that the necessary information needed to evaluate the experimental procedures were not included. However, when conducting an experiment, the independent and dependent variable are to be studied before giving a final conclusion.
Human memory is flexible and prone to suggestion. “Human memory, while remarkable in many ways, does not operate like a video camera” (Walker, 2013). In fact, human memory is quite the opposite of a video camera; it can be greatly influenced and even often distorted by interactions with its surroundings (Walker, 2013). Memory is separated into three different phases. The first phase is acquisition, which is when information is first entered into memory or the perception of an event (Samaha, 2011). The next phase is retention. Retention is the process of storing information during the period of time between the event and the recollection of a piece of information from that event (Samaha, 2011). The last stage is retrieval. Retrieval is recalling stored information about an event with the purpose of making an identification of a person in that event (Samaha, 2011).
Atkinson, R.C. & Shiffrin, R.M. (1968). Human memory: A proposed system and its control process.
In conclusion, the title and context of the article are clear, and appropriately match the hypothesis of the authors. There is consistency between the objective of the experiment and its relationship to science. This writer found some issues in the overall presentation of information, in that the text lacks smooth transition, and was difficult to read and follow.
The laboratory experiment gives the experimenter a greater chance to control the conditions and enables you to measure behaviour with greater precision. This method also allows for quantative research and also enables greater control of variables. Although it gives the experimenter greater control, this can also seem daunting to the subject who may feel more uncomfortable and is less likely to ...
Semantic memory is our knowledge about the world and language and how it can be seen as our internal dictionary and encyclopedia together as one entity. Throughout its origins, semantic memory has been compared to episodic memory. In contrast, episodic memory refers to knowledge that is temporary or spatial, which is identified in the terms of personal experiences. Within these two systems there are many different models. I am going to discuss Eleanor Rosch's prototype approach feature comparison model, Anderson’s ACT-R model, the Collins and Loftus’s network model, and the exemplar model. I will look to define each of the models through characterization methods, discuss problems within each model, and also explain which model I like the most.
The serial position effect has been studied extensively for many years. Researchers have designed a variety of different studies in order to analyze and explain both, the primacy and the recency effect. The primacy effect is the tendency for the first items presented in a series of words to be recalled more easily, or to be more influential than those presented at the end of the list. On the other end, there is also the recency effect. The recency effect is the tendency to recall the items located at the end of the list. Many studies have been designed to analyze how the primacy effect works and its accuracy. For instance, research compared the primacy and the recency effect (Jahnke, 1965). Forty-eight college students read lists of 6, 10, and 15 English words in a counterbalanced order. Twenty-four of the students were given instructions for the immediate serial recall of the list; while the other half of students were not aware that they would need to recall words from a list. Both groups received a total of 12 different lists. The words were read at a rate of one word per sec without any emphasis on specific word. In addition to that, the participants’ responses were recorded in an interval of 30 seconds. Results showed that the recency effect is stronger for free serial recall and for a longer interval than primacy effect (Jahnke, 1965). When instructions were given for a serial recall, primacy effects were stronger and recency effect weaker than when instructions were given for free recall. As the length of lists increased, the recency effect became stronger and more accurate.
In this experiment we replicated a study done by Bransford and Johnson (1972). They conducted research on memory using schemas. All human beings possess categorical rules or scripts that they use to interpret the world. New information is processed according to how it fits into these rules, called schemas. Bransford and Johnson did research on memory for text passages that had been well comprehended or poorly comprehended. Their major finding was that memory was superior for passages that were made easy to comprehend. For our experiment we used two different groups of students. We gave them different titles and read them a passage with the intentions of finding out how many ideas they were able to recall. Since our first experiment found no significant difference, we conducted a second experiment except this time we gave the title either before or after the passage was read. We found no significant difference between the title types, but we did find a significant difference between before and after. We also found a significant title type x presentation interaction. We then performed a third experiment involving showing objects before and after the passage was read. There we did encountersome significant findings. The importance and lack of findings is discussed and we also discuss suggestions for future studies, and how to improve our results.
The design for this study will be a simple between subject experiment consisting of one experimental group and one control group. The independent variable will be warm colors. The dependent variable will be mood. The main goal is to determine if the independent variable will influence or cause difference in the specified dependent variable. The experiment group will spend 60 minutes in a warm paint color room and their mood will be measured. The control group will spend 60 minutes in a neutral paint color room and their mood will be measured.
In daily life, memory is used all the time. When we go to buy things, we would remember the list of items what we are going to buy. At school, we would also need to have revision in order to remember the materials for examination. Or even, when we meet friends, we would also need to recall their names. Thus it is important to know and understand how we remember such things so that we can effectively recall them when necessary. Obviously, we do not need to remember the exact position or order of things in daily life. We would have our own pattern for remember and retrieve information (Ashcraft, 2010). This is named as free recall, which items recalled in any order (Francis, Neath, MacKewn and Goldthwaite, 2004). However, many researchers found that the probability of recalling items (such as words, letters, or numbers) does in fact depend on the items position in a list. The most striking finding is that words at the beginning and end of the list are often easier to recall than those words in the middle of the list. Thus, when the results of a free recall experiment are plotted on a graph; a u-shaped serial position curve can be obtained. This is often referred to as the serial position effect that is affecting our memory (Smith, n.d.).
... strength in creating the lesson plans for each subject was utilizing lesson plans that I currently use in my Kindergarten classroom. My weaknesses in writing the lesson plans was analyzing the lesson plans and describing the teaching methods utilized, and identifying the type of assessment, either formative or summative, for each lesson. I feel these were weaknesses because these were areas of the lessons that I had to be a little more reflective over to determine the teaching methods being used, and how I was assessing the students during the lesson. However, I feel that this weakness is actually another strength that was developed after completing the assignment. As an educator, becoming more cognizant
Long-term memory is how humans process in the present, recall information from the past, or think about the future. Without long-term memory one cannot remember past memories, today, or what we may plan to do in the future. On top of that, there is no learning without long-term memory and the progress that we see today in our fast pace driven world would not exist. This is why the study and understanding of long-term memory is important for further knowledge of human nature. The long-term memory itself takes in many different forms of information including images, sounds, and meaning. The orientation of memory encompasses three important stages and the first is encoding. Encoding takes places in different locations inside the brain and this
Early studies in this field were established by the end of the 1960s. The major focus of the studies was on the comprehension and production of the words. Most of the studies were oriented to psychology. The introduction of this concept into linguistics shifted the attention to the phonological, semantic, and syntactic representations in the mind. Aitchison (1994) described mental lexicon as the permanent human dictionary in which words and their meanings are stored in the brain. On the other hand, Richards (2000) described mental lexicon as the organized mental representations of the concepts and knowledge which are related to the words. There are three scopes of word knowledge; phonological, morphological, syntactic, and semantic.