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Introduction to Psychology: Playing Games with Memory, Walden University -by Heidi M.

Grap Playing Games with Memory Recalling memory is easier than we think if we put our mind to it. In week two, introduction to psychology, we learned the importance of sensory and perception. Now that we have a better understanding of how we receive information we begin to learn how memory processes and stores that information and most importantly how we recall it. During a three part self-examination and a few small tips provided by Exploratoriums website, my memory at test proves that textbook explanations are accurate and beneficial to learning the shortcuts. As we walk through the assignment given, further study concludes that story telling may have more to offer then just tall tales. Method/Materials Provided materials for this assignment was Exploratorium, 2011s website, titled, Dont Forget! Playing Games with Memory, and a student supplied notebook with writing utensil. Within this site listed three selfexaminations, the first self-examination: (a) Memory Solitaire, a screen consisting of 20 pictures, with an allowed 2 minutes for study, and instructions to record on paper the pictures studied with no limitation on length in time for recording. The second examination: (b) Tell Yourself a Story, also consisted of 20 pictures with a variation in instruction to study, by placing the pictures in a silly story to later recall the pictures by using a different method of processing. Examination (b) was also given the same instructions as examination (a) to record. The last examination (c) Wander Around Your House, required a walk-through and identification of any ten areas in my house I could place an object. Once I identified the ten areas, I studied a page of ten pictures, then, used my imagination to place those ten pictures on one of those areas earlier identified. The examination allowed two minutes for studying the pictures and was also given the same instructions as examination (a) and (b) to record.

Result The most general analysis of the data involved centered in on the end result of how many pictures could be recalled by memory. As examination (a) was taken, 16 out of 20 pictures were recorded. Examination (b) recorded 17 out of 20 pictures using the variable of story-telling to produce better recollection, while examination (c) topped off at 100% recorded accuracy. Although variables were present, there proves to be a steady progression in produced results identified through the vehicle in which information is stored, and how it is received. Discussion The data indicated that, when long-term memory was used, better results indeed led to the success of filling-in-the-blanks. Examination (a) was effected by the serial-position effect related to information overload thus causing 4 items to be forgotten. Through examination (b) we discover that storytelling utilizes the retrieval cue process which proved to increase retrieval of memory. However the most successful outcome was examination (c) whereby the memory was recalled using mnemonics by way of the method of loci. The results of this brief self-examination provide simple explanation to how we can improve our day to day memory of both important as well as unimportant matters. Conclusion Telling yourself tall tales just might be the key to unlocking your memory. The thought of a house and the objects you can think in it, can build a resourceful bank of priceless memory. References Huffman, K. (2012). Psychology in action (10th ed.). Hoboken, NJ: John Wiley and Sons, Inc. . Exploratorium. (2011). Playing games with memory. Retrieved from http://www.exploratorium.edu/memory/dont_forget/index.html

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