Tma 01 Task 1
TMA 01 Task 1
Part B
One of the areas studied by cognitive psychologists is that of the mental processes involved in memory. In this essay, I am going to explain and give examples of how mental images, concepts and schemas help us to improve our memory. I shall look at each of these in turn and illustrate how each one can help us improve our memory.
On the whole, we are inclined to do most of our thinking as semantic thought which is thinking in words, as well as iconic thought which is thinking in pictures. However, a lot of research in this area has shown that we can further enhance our memory of verbal or written information if we also form a mental image of the information. Mental image involves creating an image of something …show more content…
or of information that we are trying to remember. By taking the time to create a mental picture of the information it helps to cement it into our memory. When we recall the information, the visual image helps us to easily recall the information connected to it. Raugh and Atkinson (1975) carried out research using key word techniques as an aid for learning foreign language. This can be illustrated by using the French word for bin which is poubelle pronounced as ”pooh-bell”, by making a mental image of a bin looking like a large bell with strong smells arising from it will help to remember the word. The more illustrated we make the image the better it is for recalling the information as we are inclined to remember large exaggerated images better than general and routine images. Raugh and Atkinson carried out an experiment on two groups of participants asking them to learn a list of 60 Spanish words, half the group where taught to use the key word technique, the other half weren’t. The results showed the group using the key word technique scored an average of 88% compared to 22% from the group not using key words. This is a significant difference and it can therefore be concluded that mental images can greatly help us to improve our memory and recall information.
A concept is a way of organising thoughts by putting them into categories. By grouping information in this way, we can think of the relevant category and this acts as a cue to recalling the information stored within, such as remembering the word seaside then the words beach, sand, sea, sun, ice cream would also be remembered as these can all be grouped within the category of seaside. George Mandler (1967) carried out research where two groups of participants were given a pack of 100 words with a word printed on each, both groups were asked to sort the cards into groups, the first group was also asked to memorise the words whereas the second group asked only to sort them into groups. Later when both groups were tested on how many words they could remember, it was found that both groups remembered the same amount showing that by organising information into categories it helps us to learn it without actually making any effort to memorise it.
A schema is a mental framework of knowledge in which you would hold all the knowledge you have about experiences, situations, people, places, items and also yourself.
It could be compared to a filing system where all relevant information on a topic is suitably stored, containing all details relating to the topic. It provides cues to help prompt our memory into recalling the series of information held within that file (schema) As we encounter situations, we can apply our knowledge of past experiences or situations to help us to interpret events and act appropriately. For example, your restaurant schema would include all information that you would relate or connect with gong to a restaurant. It would include various different types of restaurants, pre booking a table, travelling, time, menu. A lot of people’s schemas will be similar to others, for example when going shopping to the supermarket, although their own personal experiences can cause the schema to differ, such as whether or not they enjoy shopping. If they enjoy shopping the schemas may contain detailed information about different supermarkets, how to get there, selecting trolley/basket, choosing from a wide range of foods, interesting meal choices, paying and packing If they don’t enjoy shopping the schema may include that it is a necessity, time consuming, crowds. Bransford and Johnson (1972) undertook a number of experiments which showed the role of schemas in helping us to make sense of information and situations as well as helping us to recall information. They carried out an experiment where participants were given a passage to read then asked to recall the passage as accurately as possible. Half of the participants were given a title to the passage, which was “washing clothes” the other half only the passage with no title. Those without the title found it difficult to understand the passage and recall the details. Those with the title could easily recall the details as the title provided them with
the schema. Therefore, as they read the passage it fitted in line with the information already stored in their schema on washing clothes so they could accurately recall the information with ease. This experiment highlighted that schemas help us in interpreting events and recalling information from our memories.
From this essay, it can therefore be concluded that organising our thinking by using mental images, concepts and schemas can greatly aid us in improving our memory and recalling information stored. This can be useful and beneficial to us in everyday routines such as shopping lists or tasks as well as for learning and studying, recalling facts and names.
Word count
956 words
References
Spoors, P., Dyer, E.W., Finlay, L. and Marsh, G. (2011) Starting with psychology, Milton Keynes, The open University.
Part B
One of the areas studied by cognitive psychologists is that of the mental processes involved in memory. In this essay, I am going to explain and give examples of how mental images, concepts and schemas help us to improve our memory. I shall look at each of these in turn and illustrate how each one can help us improve our memory.
On the whole, we are inclined to do most of our thinking as semantic thought which is thinking in words, as well as iconic thought which is thinking in pictures. However, a lot of research in this area has shown that we can further enhance our memory of verbal or written information if we also form a mental image of the information. Mental image involves creating an image of something …show more content…
or of information that we are trying to remember. By taking the time to create a mental picture of the information it helps to cement it into our memory. When we recall the information, the visual image helps us to easily recall the information connected to it. Raugh and Atkinson (1975) carried out research using key word techniques as an aid for learning foreign language. This can be illustrated by using the French word for bin which is poubelle pronounced as ”pooh-bell”, by making a mental image of a bin looking like a large bell with strong smells arising from it will help to remember the word. The more illustrated we make the image the better it is for recalling the information as we are inclined to remember large exaggerated images better than general and routine images. Raugh and Atkinson carried out an experiment on two groups of participants asking them to learn a list of 60 Spanish words, half the group where taught to use the key word technique, the other half weren’t. The results showed the group using the key word technique scored an average of 88% compared to 22% from the group not using key words. This is a significant difference and it can therefore be concluded that mental images can greatly help us to improve our memory and recall information.
A concept is a way of organising thoughts by putting them into categories. By grouping information in this way, we can think of the relevant category and this acts as a cue to recalling the information stored within, such as remembering the word seaside then the words beach, sand, sea, sun, ice cream would also be remembered as these can all be grouped within the category of seaside. George Mandler (1967) carried out research where two groups of participants were given a pack of 100 words with a word printed on each, both groups were asked to sort the cards into groups, the first group was also asked to memorise the words whereas the second group asked only to sort them into groups. Later when both groups were tested on how many words they could remember, it was found that both groups remembered the same amount showing that by organising information into categories it helps us to learn it without actually making any effort to memorise it.
A schema is a mental framework of knowledge in which you would hold all the knowledge you have about experiences, situations, people, places, items and also yourself.
It could be compared to a filing system where all relevant information on a topic is suitably stored, containing all details relating to the topic. It provides cues to help prompt our memory into recalling the series of information held within that file (schema) As we encounter situations, we can apply our knowledge of past experiences or situations to help us to interpret events and act appropriately. For example, your restaurant schema would include all information that you would relate or connect with gong to a restaurant. It would include various different types of restaurants, pre booking a table, travelling, time, menu. A lot of people’s schemas will be similar to others, for example when going shopping to the supermarket, although their own personal experiences can cause the schema to differ, such as whether or not they enjoy shopping. If they enjoy shopping the schemas may contain detailed information about different supermarkets, how to get there, selecting trolley/basket, choosing from a wide range of foods, interesting meal choices, paying and packing If they don’t enjoy shopping the schema may include that it is a necessity, time consuming, crowds. Bransford and Johnson (1972) undertook a number of experiments which showed the role of schemas in helping us to make sense of information and situations as well as helping us to recall information. They carried out an experiment where participants were given a passage to read then asked to recall the passage as accurately as possible. Half of the participants were given a title to the passage, which was “washing clothes” the other half only the passage with no title. Those without the title found it difficult to understand the passage and recall the details. Those with the title could easily recall the details as the title provided them with
the schema. Therefore, as they read the passage it fitted in line with the information already stored in their schema on washing clothes so they could accurately recall the information with ease. This experiment highlighted that schemas help us in interpreting events and recalling information from our memories.
From this essay, it can therefore be concluded that organising our thinking by using mental images, concepts and schemas can greatly aid us in improving our memory and recalling information stored. This can be useful and beneficial to us in everyday routines such as shopping lists or tasks as well as for learning and studying, recalling facts and names.
Word count
956 words
References
Spoors, P., Dyer, E.W., Finlay, L. and Marsh, G. (2011) Starting with psychology, Milton Keynes, The open University.