1. Synopsis - Chunking is a term referring to the process of taking individual pieces of information (chunks) and grouping them into larger units. When using chunking, it can help you remember information for a longer period of time. It allows people to take smaller bits of information and combine them into more meaningful, and therefore more memorable, wholes. Experiment - I was given 15 words that were about food and 5 minutes to memorize all the words. I created small groups of words that were similar to each other (ex. meat, fruit, vegetable, etc.) I recalled all the words and I got 15 out of 15 correct.
2. Synopsis - Spaced learning is taking the same amount of study time, and spreading it out across a much longer period of time. Doing it this way, that same amount of study time will produce more long-lasting learning. Spaced learning is done by planning early, reviewing info from each class, and doing a little bit of study at a time. Experiment - I planned to study 3 days prior to my math test in order to do well. I started out by doing 2 concepts each day, for a total of 6. Everyday I reviewed what was going to be on the test. Spaced practice helped me get a good score on my math test.
3. Synopsis - Retrieval practice involves recreating something you’ve learned in the past from your memory, and thinking about it right now. It's about practicing bringing information to mind without the help of materials. Students use it to explain what they know so far about a lesson. If you practice retrieval you’re more likely to remember the information later, and to be able to use and apply the information in new situations. Experiment - I made 10 flashcards with tricky words. I viewed over the flashcards a couple of times, front and back, and then tried to remember the information without peeking. I succeeded at remembering 9 of them.
(First half of the page) 4. Synopsis - Encoding is the first stage of the memory process. Encoding requires paying attention to information and linking it to existing knowledge in order to make the new information meaningful and thus easier to remember. It allows you to change the stimuli so that you may put it into your memory. There are three types of encoding, visual, acoustic, and semantic Experiment - I was given a series of numbers (consisted of 15 numbers) that I was told to remember. After 3 minutes I had to repeat the numbers in the same order. I had to give special attention, thought, and practice to get it into my memory and put in effort to encode the numbers. I remembered some of the numbers, I ended up getting 10 right out of the 15.
5. Synopsis - An elaboration strategy is where someone uses elements of what is to be learned and expands them. The connecting takes stress off of working memory, because connections create efficiency of learning and memory. The confidence that students have in already knowing the connected information can support their learning of new information. Experiment - I had an AP History test and I used this strategy. I wrote off to the side all I knew about the question. I tried to make connections with the content. I ended up getting a low but passing grade. The elaboration I used didn't answer the question fully.