Memory – Page 3 – Cognition in Class

May 1, 2023March 12, 2024

Don’t trust your brain, trust the text!

By Holly Martin

Have you ever procrastinated with studying the night before an exam thinking you understood what was going to be on it but once you get your exam score it’s lower than you were anticipating it to be? Almost all of us have been in a similar position where we either do not feel the need to study in general since we understand the curriculum that we have learned in class or do not feel the need to look over our notes, textbooks, or other resources. Though most of the time the answer that you were one hundred percent accurate on and you thought you knew so well happens to be incorrect. This concept of getting that wrong answer on your exam when you just had the intuition of getting it right is known as the misinformation effect. The Misinformation Effect is the tendency for information received after an event to interfere with one’s memory of the original happenings (1). There are many conflicts within the misinformation effect that may have got our minds to have a correct approach to certain circumstances within what we thought we knew within our studying but substantially it does not always happen to be the plan or the outcome we were hoping to get.

April 30, 2023March 12, 2024

The Imagination of Elaboration

By Katelynn Tripp

When in the process of studying, it may feel common for you to try different strategies for obtaining the information. When we use our current knowledge and try to connect the dots on certain topics, this can be seen as elaboration. Elaboration is a core technique when learning new information because it allows us to retract previous learned knowledge, and use it to our advantage when trying to learn new information. This technique can be used in any subject, as we all have some knowledge on random things in this life. Without the skill of elaboration, I feel people would struggle with learning information. Even though this technique doesn’t determine our capabilities of learning, it does improve the likelihood of us obtaining that information. In this report, I will be explaining what the meaning of elaboration is, and some of the key techniques that go into this topic as well.

April 30, 2023March 12, 2024

Do You Have Any Control ?

By Makenzie Molden

Control it’s hard to handle sometimes. Especially as a freshman since you have this new found freedom but as they also freedom come reasonability. The change from high school to college especially if your living on campus is hard enough but there I also the learning, studying and time management transition, Study, learning and time management is all so different once you start college, the same skills can sometime no linger be helpful so while your trying to make new friends, and learn your way around campus you also have to relearn how to learn and study while making sure you’re not falling behind and that where cognitive control will become your best friends especially your first year.

April 30, 2023March 12, 2024

Retrieve to Achieve

By Brock Bower-Preece

As incoming college freshmen, you are likely to encounter new and challenging material that requires a great deal of memorization. Whether you are studying for an exam or trying to retain information from a lecture, memorization is a critical component of academic success. Research on the correlation between note-taking and test scores does not necessarily support that just studying your notes the night before a test will lead to a good grade. Fortunately, research has shown that using retrieval practice, or actively recalling information from memory, can improve your ability to remember information and perform well on tests. By practicing retrieval, you are not only strengthening your memory, but you are also enhancing your understanding of the material, which can help you excel in your classes. In this way, retrieval practice is a valuable tool that can help you achieve academic success throughout your college career.

April 30, 2023March 12, 2024

How to Pass College While Saving your Sanity

By Alexis Charlton

To all college students, especially freshmen, are you tired of blanking on tests? Are you tired of studying for hours and not remembering your content? I have something to tell you, it’s not how long or how hard you study, it is how you study. How would it feel to show up to a test and feel more confident than ever? How would you feel about sleeping peacefully the night before a test? I can give you the answer on how to feel confident and calm before you show up to a test. Once again, it is not about how long you study, it is all about how you encode the information you study.

April 30, 2023March 12, 2024

Get Your Brain Buzzing: The Generation Effect in Cognitive Psychology for Incoming College Students

By Makenzie Cook

As an incoming student, you may be wondering how to make the best of your learning and retention of new information. Well lucky for you there are many cognitive processes that may help you learn and retain information, one of which is the generation effect. In this blog post, we will be exploring the basics of the generation effect in cognitive psychology, we will discuss its benefits, and even provide you with some tips you may add for good study habits.

April 30, 2023March 12, 2024

Benefits of Contextual Learning

By Alexis Cole

Have you ever studied for a test but then when the time came to actually take the test you completely blanked? Many factors play a role in how well our memory works in different circumstances. One way you can try to improve your memory when studying for school is to use the encoding specificity principle. The encoding specificity principle is the idea that when we learn information we are processing both the information and the environment in which we learned it so we have better recall of that information when we are trying to remember it in an environment similar to the one we learned the information in (1). If we apply this concept to school we see that it is important to study for exams in an environment similar to the environment we will be in when we take the exam.

April 30, 2023March 12, 2024

Wait… the lifehack to learning is using what I already know?

By Rae Smith

Picture this: you’re standing at the starting line of the biggest 5k race of your life, but you were so nervous you forgot your running shoes. Now what do you do in this situation? You could always just put your Crocs into “sports mode,” but that probably wouldn’t end well. Instead, you may try to borrow a pair of shoes from a friend. What’s the first thing you would do before slipping them on? You will probably take a quick peek at the inside of the tongue to check the size label to see if they fit your feet. That’s your brain using a schema! “Schemas support memory and perception by providing an organizational framework within which we can encode and store relevant information and efficiently incorporate new information,” according to The National Library of Medicine. Just like making smart shoe decisions, schemas can help students of any age study and learn by providing a framework for organizing new information using what they already know. In this post, we’ll learn about schemas and how they can help you run the race toward academic success!

April 29, 2023March 12, 2024

Dual-Coding Theory Explained: Classroom Doodles May Just Be Helpful!

By Matthew Crabtree

The dual-coding theory was proposed by Paivio (1991), and it states that, “… human cognition is divided into two processing systems: visual and verbal … if the information to be processed is coded both visually and verbally, the acquisition chances for learners would be doubled because the information is presented physically as a whole” (O’Neil H. F. et al., 2010).

In other words, the dual-coding hypothesis argues that the combination of visual and verbal representations of information helps increase the ability to encode and later recall that information. With this theory in mind, I would suggest that incoming freshman should prioritize class attendance and engagement because the use of visual representations (such as slideshow presentations) and verbal representations (such as the professors lecture) will promote a better learning outcome, which can be reflected in quiz/exam scores.

December 1, 2021March 12, 2024

Is My Memory Correct?

By Annalise Siegler

A flashbulb memory is what you would call a “core memory”. This type of memory is where you remember where you were, how you felt, and what you were doing. Some would say this memory is “carved” into your brain. A flashbulb memory is a newsworthy event that has personal value to it. The journal article “Flashbulb Memories in Older Adults” by Gillian Cohen, Martin A. Conway, and Elizabeth A. Maylor, explains that “The term flashbulb memories, which was introduced by Brown and Kulik (1977), has been used to denote unusually vivid and detailed veridical memories that persist unchanged over long periods of time”. The article also describes flashbulb memories as “ The existence, nature, and aetiology of flashbulb memories have been the subject of considerable debate and remain controversial. According to one view (Brown & Kulik, 1977; Gold, 1987; Schmidt & Bohannon, 1988), flashbulbs are a distinct type of memory created by a special encoding mechanism that is triggered by high levels of emotion, surprise, and consequentiality ( Cohen, Conway, and Maylor 1).