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Encoding: the process of getting information into the memory system

Storage: the retention of encoded information in memory over time

Retrieval: the process of getting information out of memory storage

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Sensory Memory: Brief, initial coding of sensory information in the memory system

Short-Term Memory: The part of your memory system that contains information you are consciously aware of before it is stored more permanently or forgotten

Long-Term Memory: The relatively permanent and limitless store house or the memory system

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One example of a long-term memory is when I got my second dog and I got to hold her on the way home and I would hold her up to the window as we drove home.

A second example of a long-term memory is when I injured my knee running track sophomore year and wasn’t able to walk for a few months

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One example of a short-term memory is whenever my mom tells me to do something while I am watching TV and when I get up to do it I forget what she wanted me to do. Kind of psychoanalytic

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A cognitive memory trick I use is chunking. Chunking is organizing information into meaningful units for example, a phone number.

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Another trick to remember things is by using a mnemonic device. You can make up a phrase or random words to remember the information.

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Trial and Error: the process of experimenting with various methods of doing something until one finds the most successful. For example, looking at a variety of colleges before deciding where to go.

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Algorithm: a procedure that is guaranteed to produce a solution if it is followed strictly. For example, following steps on how to cook something from a recipe.

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Faulty Heuristics: The tendency humans have to make general assumptions about the world based on their past experiences that might be inaccurate. For example, if you grew up in rural, middle America and have never met a European, and then you meet one for the first time and find that they are rude, you are likely to assume most or all people from Europe are rude. This can also be an example of sociocultural behavior.

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Conformation bias: the tendency or behavior to interpret new evidence as confirmation of one's existing beliefs or theories. For example, someone using yes/no questions to find a number they suspect to be the number 3 might ask, "Is it an odd number?"

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This article talks about how retrieval practice not only aids in remembering already-learned information but also facilitates learning new information. Four theoretical perspectives on how retrieval improves new learning are resource theories, metacognitive theories, context theories, and integration theories. Resource theories suggest retrieval frees up cognitive resources, allowing individuals to focus on the to-be-learned material. Metacognitive theories, context theories, and integration theories all have mixed support from the available evidence. However, strong evidence suggests that retrieval practice improves memory and facilitates learning new information.

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Integration Theories

A final group of theories suggests that retrieval may benefit new learning because it helps to improve the accessibility of the old information, making it easier to integrate new information (2). These theories are similar to the concept of priming where ideas that are similar to previously presented material are recognized faster. In other words, if you have been learning about (and practicing retrieval on!) tree you may be better able to learn and remember willow because it's a related topic.

Evidence

A meta-analysis of studies on retrieval potentiated learning revealed mixed support for each of these classes of theories (2). Resource theories had substantial support from the available evidence, however these theories did not fully account for all cases where we find retrieval potentiated learning. Metacognitive theories, somewhat surprisingly (to me, at least), had little support from the available evidence. Context theories also had little support from the available evidence. Finally, integration theories, had strong support from the available evidence, though, again, they did not fully account for all of the data.

What does this mean for educators?

First, there is strong evidence that not only does retrieval practice improve memory for the information that is being retrieved, but it also facilitates learning of new information. Neat! By better understanding how and why that happens, we can better understand when and how to use retrieval practice to improve learning. Researchers are still investigating how and why that happens, but there are some initial ideas. So far, we have strong evidence that retrieval practice may benefit new learning by freeing up cognitive resources and improving integration of new learning.

1. Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210. https://doi.org/10.1111/j.1745-6916.2006.00012.x

2. Chan, J. C. K., Meissner, C. A., & Davis, S. D. (2018). Retrieval potentiates new learning: A theoretical and meta-analytic review. Psychological Bulletin, 144(11), 1111-1146. https://doi.org/10.1037/bul0000166

3. Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. PNAS Proceedings of the National Academy of Sciences of the United States of America, 110(16), 6313-6317. https://doi.org/10.1073/pnas.1221764110

4. Jing, H G., Szpunar, K. K., & Shacter, D. L. (2016). Interpolated testing influences focused attention and improves integration of information during a video-recorded lecture. Journal of Experimental Psychology: Applied, 22, 305-318. http://dx.doi.org/10.1037/xap0000087

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While we talk about the benefits of retrieval practice a lot here at the Learning Scientists, we usually talk about the benefits of retrieval practice for already learned information. However, retrieval practice has also been shown to be beneficial for learning new information.

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To wrap up this project I feel it is important to understand the basics of psychology. The brain has cognitive elements, biological elements, and Humanistic elements. When we think about memories and problem solving sometimes those don’t go in the same category but they have very similar parts to them. We learned about how Drugs and Mindfulness can both affect your memory and your problem solving abilities. These things connect to us in real life in that we feel different emotions and feelings every day, one day we might remember something as disturbing or painful and another day we could use those memories for fun and to help us solve problems or with conditioning and learning. Psychology is all about the brain and understanding it, the mind matters.

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This article talked about a new series of experiments has investigated the effects of drawing on memory performance compared to other strategies. The researchers tested whether drawing increases memory performance more than writing or mental imagery. They conducted three experiments: drawing vs. writing vs. doodling: single words recall, and drawing vs. writing: word pairs. Results showed that drawing words were remembered better than other conditions, and drawing a picture illustrating both words of a word pair also improved memory performance compared to writing.

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We have looked at the benefits of combining text and visuals for memory and learning - see dual coding - in many previous posts. A new series of experiments has investigated the effects of drawing specifically and whether drawing improves memory for the to-be-learned material compared to other strategies (1). The research is so new that it is currently only available as a preprint and in the process of being submitted for publication. The upside of this is that the paper is already available publicly and that you can provide the authors with feedback on it. The researchers wanted to test whether drawing increases memory performance more than writing or mental imagery. In three experiments they pitched different conditions against each other to explore this topic.
Drawing vs. Writing vs. Doodling: Single Words Recall
In the first experiment, participants studied a list of words. Each word was presented individually to the participant followed by one of three prompts: drawing out the word, writing out the word repeatedly, doodling something unrelated. In the final memory test, the words that were drawn were remembered better than the words in the other conditions. So, a clear benefit of drawing the words was found.
Drawing vs. Writing: Word Pairs
In the second experiment, participants studied a list of unrelated word pairs. This time each word pair presentation was followed by one of two prompts: drawing a picture illustrating both words of the pair versus writing out the word pair out a couple of times. Memory performance on the final test showed a benefit of the drawing strategy compared to the writing strategy.

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We have looked at the benefits of combining text and visuals for memory and learning - see dual coding - in many previous posts. A new series of experiments has investigated the effects of drawing specifically and whether drawing improves memory for the to-be-learned material compared to other strategies...

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I don’t really listen to music very much but I know some songs word for word
1. Twinkle Twinkle little star
2. Happy Birthday
3. The ABC’s
4. Jingle Bells
5. Head, Shoulders, Knee’s, and Toes