Practical 5 Intro
Practical 5 Intro
M.Sc. psychology
Faculty: Tarini ma’am
Practical 5
Introduction:
Ebbinghaus`s nonsense syllables
A nonsense syllable or logatome is a short pseudoword comprising more often than
not of only one syllable which has no sense of its own. Instances of English logatomes
are senseless words like snarp or bluck. Like different pseudowords, logatomes
comply with all the phonotactic rules of a particular language.
Later research also suggested that, other than the two factors Ebbinghaus proposed, higher
original learning would also produce slower forgetting. The more information was originally
learned, the slower the forgetting rate would be.
Spending time each day to remember information will greatly decrease the effects of the
forgetting curve. Some learning consultants claim reviewing material in the first 24 hours
after learning information is the optimum time to actively recall the content and reset the
forgetting curve. Evidence suggests waiting 10–20% of the time towards when the
information will be needed is the optimum time for a single review.
However, some memories remain free from the detrimental effects of interference and do not
necessarily follow the typical forgetting curve as various noise and outside factors influence
what information would be remembered. There is debate among supporters of the hypothesis
about the shape of the curve for events and facts that are more significant to the
subject. Some supporters, for example, suggest that memories of shocking events such as
the Kennedy Assassination or 9/11 are vividly imprinted in memory (flashbulb
memory). Others have compared contemporaneous written recollections with recollections
recorded years later, and found considerable variations as the subject's memory incorporates
after-acquired information. There is considerable research in this area as it relates
to eyewitness identification testimony, and eyewitness accounts are found demonstrably
unreliable.
2 definitions of learning
Gales defined Learning as the behavioural modification which occurs as a result of
experience as well as training.
Crow and Crow defined learning as the process of acquisition of knowledge, habits and
attitudes.
Types of memory
Sensory Memory
Sensory memory allows you to remember sensory information after the stimulation has
ended. Researchers who classify memory more as stages than types believe that all other
memories begin with the formation of sensory memories. Typically your sensory memory
only holds on to information for brief periods. Remembering the sensation of a person’s
touch or a sound you heard in passing is sensory memory.
When a sensory experience keeps recurring, and you start to attach other memories to it, the
sensory experience stops living in your sensory memory. It might move to your short-term
memory or more permanently to your long-term memory.
There are three types of sensory memory: iconic, which is obtained through sight; echoic,
which is auditory; and haptic, which is through touch.2
Short-term Memory
As the name implies, short-term memory allows you to recall specific information about
anything for a brief period. Short-term memory is not as fleeting as sensory memory, but it’s
also not as permanent as long-term memory. Short-term memory is also known as primary or
active memory.
Research estimates that short-term memories only last for about 30 seconds.3 When you read
a line in a book or a string of numbers that you have to recall, that’s your short-term memory
at work.
You can keep information in your short-term memory by rehearsing the information. For
example, if you need to recall a string of numbers, you might keep repeating them to yourself
until you input them. However, if you are asked to recall those numbers about 10 minutes
after inputting them, you’d most likely be unable to.
Working Memory
Working memory is a type of memory that involves the immediate and small amount of
information that a person actively uses as they perform cognitive tasks.
While some experts view working memory as a fourth distinct type of memory, working
memory can fall under the classification of short-term memory and, in many cases, is even
used interchangeably. Improving Your Memory With ADD
Long-term Memory
We store a vast majority of our memories in our long-term memory. Any memory we can
still recall after 30 seconds could classify as long-term memory. These memories range in
significance—from recalling the name of a friendly face at your favorite coffee shop to
important bits of information like a close friend’s birthday or your home address.
There is no limit to how much our long-term memory can hold and for how long. We can
further split long-term memory into two main categories: explicit and implicit long-term
memory.
Incidental learning
Incidental learning is learning that occurs unintentionally, from activities where learning is
not a conscious goal for the learner. For example, when someone plays a sport just for fun,
but ends up improving their skills over time, they’re engaging in incidental learning.
Incidental learning can be beneficial in various contexts, so it’s important to understand it. As
such, in the following article you will learn more about incidental learning, and see how you
can use it yourself, as well as how you can encourage it in others.
An example of incidental learning in the context of language acquisition is someone who
learns new vocabulary words by watching TV in a foreign language for fun. This
is contrasted, for example, with someone learning new vocabulary words by intentionally
using flashcards in a language-learning app.
In addition, the following are examples of incidental learning in various other domains:
A toddler who touches something hot out of curiosity, and learns that it hurts to do so.
A kid who plays with other kids for fun, and learns social skills.
A person who watches a historical TV show for entertainment, and learns new facts.
A teacher who interacts with students as part of the job, and learns how to
communicate more effectively.
Characteristics of incidental learning
The defining characteristic of incidental learning is the lack of intention to learn by the
learner.
Other than that, incidental learning can vary in many ways, such as the following:
Learners’ motivation, in terms of whether learners are motivated or unmotivated to
learn.
Learners’ awareness, in terms of whether learners are aware or unaware of the
learning.
External awareness, in terms of whether other people (e.g., parents or teachers) are
aware or unaware of the learning.
External guidance, in terms of whether other people (e.g., parents or teachers)
guided the learning (e.g., by providing encouragement or asking questions).
Intentional learning