Memory Encoding and Retrieval Psychology Question

November 25, 2022

Memory Encoding and Retrieval Psychology Question

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Memory, Encoding, and, Retrieval, Psychology, Question

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Describe a situation where your memory has failed you. Explain what you would have done differently at encoding based on what we now know about memory. Explain how you might have remembered the information with a better retrieval cue, and tell me what that retrieval cue would be and why.

resources:

Encoding and Retrieval:

There are three phases to memory construction:

Encoding, where we take incoming information and tag it for later use
Storage, where we keep information that is not currently active
Retrieval, where we go into the database that is our mind and pull up a specific file based on what we are looking for

Encoding is our way of creating permanent traces of information in long term memory. It should be pointed out right up front that our ability to remember something is directly related to how well we initially encode the information.

Retrieval on the other hand is the processes that are involved in getting information that has already been stored back into immediate memory.

As you work through the readings and resources for this week you will learn many different techniques that can be helped to improve memory at both encoding and retrieval. The major theme you will notice is that there is an intimate relationship between the processes that occur during encoding and how well we are able to retrieve memories. Memories begin as experiences that enter the mind through the senses and get perceived, they then capture our attention and get processed for permanent storage in our immediate memory if we choose to focus enough of our attentional resources on an object. The result is that when we are placed in situations familiar to when encoding takes place, our stored account of that information is reactivated. This idea is behind the principles of transfer appropriate processing, context dependency, encoding specificity and accessibility of memory (all terms we will learn this week).
To make this crystal clear, I imagine high school is a few years (or many more) in the past for most of us. Focus your mind on the landscape of your school for a minute. Slowly walk the hallways, or visit different classrooms along the way. Do you suddenly have a head full of old memories you have not thought of in years? If so, then you have just experienced the relationship between encoding and retrieval.

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Memory Encoding and Retrieval Psychology Question

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.