THE ROLE OF MEMORY IN LEARNING

PART 1-What are the concepts of sensory memory, working memory, short term memory, and long term memory? Please include examples to support your explanations.

PART2-  Explain the theory of forgetting

PART3-

1. Describe what you found interesting regarding this topic, and why.
2. Describe how you will apply that learning in your daily life, including your work life.
3. Describe what may be unclear to you, and what you would like to learn.

**Provide citation and reference to the material(s) you discuss.**

PART4-

Assignment Content

1. Read the instructions in the University of Phoenix Material: Shaping and Chaining, Reinforcement Schedules, and One-Trial Learning and select one option to complete the assignment. You can choose from the following options:
   • Option 1: Environmental and Evolutionary Psychology Presentation
   • Option 2: Environmental and Evolutionary Psychology Literature Review
   • Option 3: Forensic Psychology Proposal
   • Option 4: Forensic Psychology Literature Review
   • Option 5: Health and Sports Psychology Proposal
   • Option 6: Health and Sports Psychology Literature Review
   • Option 7: Industrial/Organizational Psychology Proposal
   • Option 8: Industrial/Organizational Psychology Literature Review
   • Format your assignment in accordance with APA Guidelines.
     Submit your assignment.
     Materials
   • Shaping and Chaining,
   • Reinforcement Schedules and One-Trial Learning
   • THE UPX MATERIAL DOX IS FOR PART 4

Shaping and Chaining, Reinforcement Schedules, and One-Trial Learning

What Is The Actual Role Of Memory In Learning?

The human brain has fascinated me since I was a child. Understanding how one thinks, remembers, and acts are extremely complex. As a learning professional, I rely on brain science to ensure the efficiency of the programs I design. This article series addresses some of the more basic concepts of memory and learning and their application in real life learning design. Let’s start from the beginning…

Memory is the superior (logical or intellectual) cognitive process that defines the temporal dimension of our mental organization. It is our ability to encode, store, retain, and then recall information and past experiences.

Memory has a fundamental role in life, reflecting the past as the past, and offering the possibility of reusing all past and present experiences, as well as helping to ensure continuity between what was and what was going to be.

Memory is an active, subjective, intelligent reflection process of our previous experiences.

Memory is related to learning but should not be confused with learning. There are 3 main processes involved in human memory:

• Encoding
  Transforming information into a form that can be stored in memory.
• Storing
  Maintaining the encoded information in memory.
• Retrieving
  Re-accessing information from the past which has been encoded and stored.

Encoding is the first process that the human memory puts in operation. The efficiency of learning, in general, depends on the efficiency of the encoding process. It is an active and selective process that depends on a number of factors. There are 3 types of factors that can influence encoding efficiency:

1. Content factors
   Related to the type of material to be encoded.
2. Environmental factors
   Related to the conditions under which the encoding takes place.
3. Subjective factors
   Related to variables in effect when encoding takes place.

The content factors are:

• The volume of the material (the greater the volume, the more difficult the encoding).
• The degree of organization of the material (the better organized, the easier the encoding).
• The degree of familiarity.
• The place occupied by the information in the structure of the content; that is, at the beginning, middle, or end of the material (information placed at the beginning and at the end tends to be stored more easily than that placed in the middle).
• The nature of the material.

Environmental factors, although not always considered important, are significant to the memorization process. Temperature, humidity, noise, affection, socio-emotional climate, etc., are just a few environmental factors. Depending on these particularities, the encoding process may be stimulated or inhibited.

Subjective factors can include elements such as the learner’s state of rest or fatigue, health, or illness. Motivation, interests, and disposition are critical to the encoding process, which is why, as Instructional Designers, we spend a lot of time defining “What’s in it for me?” [1] for all training programs.

Storing is the second process that makes it possible to preserve encoded information. Just as with encoding, storing is an active and selective process. As long as the information is stored, it is permanently transformed, reorganized, and included in new links even if the subject is not fully aware of the process. Storing the information involves both quantitative (the duration of retention) and qualitative (the fidelity of retention) aspects.

Depending on the duration of retention, there are 2 levels [2] of memory:

• Short-term memory (STM)
• Long-term memory (LTM)

Both of these act as filters that protect our brain from the unbelievable amount of information we encounter on a daily basis. The more the information is repeated or used, the more likely it is to be retained in long-term memory (which is why, for example, reinforcement of the concepts learned is important when designing a learning program). This is the process of consolidation, the stabilizing of a memory trace after its initial acquisition.

Retrieval is the process of accessing the stored information. This occurs through recognition or recall. Recognition is the association of an event or object which one previously experienced or encountered and involves a process of comparison of information with memory, e.g., recognizing a known face, true/false or multiple choice questions. The recall involves remembering a fact, event, or object, and requires the direct uncovering of information from memory, e.g., remembering the name of a recognized person, fill in the blank questions. Recognition is simpler because it requires only one process—a simple familiarity decision. Full recall requires a 2-step process—first the search and retrieval of several items from memory, and second, choosing the correct information from the multiple items retrieved.

The theory of encoding specificity developed by Endel Tulving [3] adds another component to the recall process. This theory explains that recall uses information both from the memory trace and from the environment in which it is retrieved. Basically, recall is better when the environments of encoding and retrieval are similar.

Memory and forgetting go hand-in-hand. There is quite a bit of literature concerning the forgetting curve [4], but to simplify here, it’s helpful to keep in mind that forgetting has different causes and different rhythms at different ages and that the most effective way to combat forgetting is repetition. To be truly efficient, repetition should be considered in light of the following criteria:

• Achieve an optimal amount of repetition.
  Though it’s not intuitive, forgetting is associated with both under repeating and over repeating.
• Space the repetition.
  The number and duration of pauses depend on the volume and complexity of the material.
• Use appropriate repetition “formulas”.
  Logic is preferable to mechanical repetition, as is active repetition as opposed to passive.

Memory is essential to learning, but it also depends on learning because the information stored in one’s memory creates the basis for linking new knowledge by association. It is a symbiotic relationship which continues to evolve throughout our lives. The next article in this series will take a look at how to apply these concepts to learning design. Because we’re all really trying to devise strategies to be more like elephants [5]…

ORDER NOW FOR AN ORIGINAL PAPER!!! THE ROLE OF MEMORY IN LEARNING

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.