Understanding our memory
By Scott Mines
EDI 600 Psychological Foundation of Education
School of Education
Long Island University, C. W. Post
March 18, 2009
Today’s class went fast as usual. Why is that? Do we listen more to Dr. Dengting than our other professors? Is the process of the information she is teaching us being retained longer? Good question. That brings us to today’s discussion, Information Process Theory. The exercise on remembering the Chinese words was interesting. I really did not think I would get as many as I did. That being said, one must be very motivated to learn a new language as well as class materials for a test. (Like our midterm). We are rewarded for doing well on tests and that provides the motivation to use some of the study techniques we learned in class.
I understand how short term and long term memory have a science to them, but don’t people choose to remember things as well? For example, if I am listening to a person who talks verbal bull s*&%, I choose not to remember what he said or the subject matter. If I am interesting in a conversation or lecture, I will listen closely. When it comes to meeting an important person or colleague, I make it a point to always find a way to remember their name. I usually relate to a song or something familiar with me.
I found the charts on short term and long term memory interesting as well. I did not realize that with continuous repetition and review skills one can still retain information 90% of the time after the 6th day. Does age have anything to do with retention? I think yes. Luckily at my age I still have most of my wits about me. I liked the presentations in class as well. The presentation using the song to identify verbs was great. I was impressed that the group thought of that in such a short time. Great job!
Long Island University, C. W. Post
March 18, 2009
Today’s class went fast as usual. Why is that? Do we listen more to Dr. Dengting than our other professors? Is the process of the information she is teaching us being retained longer? Good question. That brings us to today’s discussion, Information Process Theory. The exercise on remembering the Chinese words was interesting. I really did not think I would get as many as I did. That being said, one must be very motivated to learn a new language as well as class materials for a test. (Like our midterm). We are rewarded for doing well on tests and that provides the motivation to use some of the study techniques we learned in class.
I understand how short term and long term memory have a science to them, but don’t people choose to remember things as well? For example, if I am listening to a person who talks verbal bull s*&%, I choose not to remember what he said or the subject matter. If I am interesting in a conversation or lecture, I will listen closely. When it comes to meeting an important person or colleague, I make it a point to always find a way to remember their name. I usually relate to a song or something familiar with me.
I found the charts on short term and long term memory interesting as well. I did not realize that with continuous repetition and review skills one can still retain information 90% of the time after the 6th day. Does age have anything to do with retention? I think yes. Luckily at my age I still have most of my wits about me. I liked the presentations in class as well. The presentation using the song to identify verbs was great. I was impressed that the group thought of that in such a short time. Great job!
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