During the short-term memory test, I observed a distinct difference between my ability to recall the letters and my ability to recall the images. It was much simpler for me to remember the drawn letters rather than the presented ones. This experience has found further support in the findings of cognitive psychology, especially the dual coding theory. The explanation stipulates that the data presented in a visual format combined with the text is more likely to be remembered than the one presented purely in text format (Daniels et al., 2017). Visual stimuli such as images, which are usually more simple, have a better recall rate since they are very distinct and descriptive, in contrast to abstract symbols like letters.
The process of forgetting is a complicated phenomenon that appears in memory in different situations. In the short-term memory test, forgetting took place because of the limited amount and the limited duration of the short-term memory. With nothing more than shallow exposure to the text or images, the entire process of memorization and repetition lasted only a short time, to the point that memory traces dissipated. Moreover, interference from other signals can also lead to forgetting as the brain becomes engaged with external stimuli and hence might fail to solidify the memories.
There are a few possible mental processes that can lead us to lose our memory while doing an exam. The foremost of them is that chronic stress and anxiety affect memory formation and hinder memory recall (Vogel & Schwabe, 2016). When I was writing exams, I had the pressure to perform, and this could effortlessly block the resources of the mind, thereby preventing the recall of information from the memory. Furthermore, distractions in the testing environment, such as noise or discomfort, can disrupt concentration and interfere with memory retrieval processes.
After the class is done, memory decay might occur if the mental traces are not reinforced. Competition with other information that you will be exposed to may also contribute to forgetting. According to research, over time, words that are not activated again and again tend to be forgotten. Furthermore, information conflict or inconsistency may arise when new material is acquired by the mechanism of proactive and retroactive interference, and this can further disrupt memory retrieval and access to previous learning experiences. The retrieval of older memories is also disrupted by new pieces of information discovered after the course; therefore, the older memories are forgotten by interference as well.
Moving items from short-term memory into long-term memory is only achievable through the execution of mind maps, memorization techniques, and other effective encoding strategies. First, it is vital for the process of encoding and consolidating memories to be actively engaged with coursework material. I can enhance the memory encoding process and transfer the acquired data to long-term memory if I engage in an active processing or organizing activity, such as making useful associations or links between concepts. Moreover, activating mnemonic devices, visual images, and elaborative rereading will lead to better memorization and the development of memory traces.
In addition, spaced repetition maximizes memory consolidation in the way that it spreads the sessions systematically over time, strengthening learning in a staged process (Smolen et al., 2016). This technique utilizes the scheme known as spaced repetition, which provides an explanation that information grasped at longer intervals is better memorized. Moreover, frequent retrieval practices like self-testing or reviewing the quiz facilitate remembering information by actively engaging with the material and recycling the brain passages. These strategies are not only effective in maintaining long-term memory by design. However, they are also made to promote a clearer understanding of the studied material, which is advantageous for students’ success.
In conclusion, viewing selective erasure as a prerogative of memory reminds us of the necessity of these techniques as tools to create better cognitive patterns. Through investigation of the inner mechanisms of the process of memory input, storage, and recall, people can find their way through the complicated labyrinth of remembering more efficiently. Making learning management more intimate through the adoption of modularized study techniques and encoding systems, like mnemonics and spaced repetition, proves useful in establishing an enduring memory structure that surpasses short-term constraints. Furthermore, and this is not to be underestimated, this dynamism is one of the instruments that not only benefits the learning process but also helps individuals develop cognitive skills through prolonged remembering and mastering of knowledge.
References
Daniels, B. C., Flack, J. C., & Krakauer, D. C. (2017). Dual Coding Theory Explains Biphasic Collective Computation in Neural Decision-Making. Frontiers in Neuroscience, 11. https://doi.org/10.3389/fnins.2017.00313
Smolen, P., Zhang, Y., & Byrne, J. H. (2016). The right time to learn: mechanisms and optimization of spaced learning. Nature Reviews Neuroscience, 17(2), 77–88. https://doi.org/10.1038/nrn.2015.18
Vogel, S., & Schwabe, L. (2016). Learning and memory under stress: implications for the classroom. Npj Science of Learning, 1(1). https://doi.org/10.1038/npjscilearn.2016.11
write