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Retention and Organization of Retrieval of Information: Objective

The document discusses a study that observed the effects of repetition and organization on memory retrieval by having participants learn and recall words from different categories that were presented either once, twice, or three times. The study found that recall was improved with additional exposures to the word lists and that participants were more likely to recall words that were clustered by category rather than randomly arranged. Organization of information into logical groupings and repetition both aided long-term memory and retrieval.

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371 views2 pages

Retention and Organization of Retrieval of Information: Objective

The document discusses a study that observed the effects of repetition and organization on memory retrieval by having participants learn and recall words from different categories that were presented either once, twice, or three times. The study found that recall was improved with additional exposures to the word lists and that participants were more likely to recall words that were clustered by category rather than randomly arranged. Organization of information into logical groupings and repetition both aided long-term memory and retrieval.

Uploaded by

shara astrologo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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RETENTION AND ORGANIZATION OF RETRIEVAL OF INFORMATION

Objective

To observe the effect of repetition on semantic memory; to observe the organization method
used in the retrieval of information

Background
Memory refers to the process that allow one to record, store, and later retrieve experiences and
information. It may last from a fraction of a second to a lifetime. Richard Atkinson and Richard Shiffrin
described memory as bits of information sent to the brain by the senses.

Short term memory has a capacity of seven unrelated items of information which are forgotten
in about 30 seconds. Long term memory is more or less a permanent storehouse of information. The
retrieval of information refers to cues that activate knowledge stored in long term memory. Memory
retrieval is likely to occur with multiple cues, self-generated cues, and distinctive cues. In the encoding of
words, generating your own association involves deeper processing and additional personal meaning.

Finding meaning and organization is important in forming association. It is generally more


effective to learn by rule or principles than by rote learning, where one simply try to memorize materials
mechanically without understanding the meaning

Additional techniques of storing information in long tern memory are the following:

1. Clustering- encoding information by categories, meaning, logic, or classification.


2. Mental picture- make-up stories that would help form an image of the event
3. Imagery- encoding physical attributes and storing knowledge that can be put into words.
4. Mnemonic devices- creating a memory framework or cue for materials that one desires
to learn

Retention refers to any change in performance which occurs as a function of time after input. If
the change observed is decrease in performance, it is called “forgetting”. The usual problem of memory
is storing many things in such a way that one can recall them when needed. The solution to this is
organization.

Memory necessary for the use of language is called semantic memory. Tulving (1972), Collins and
Quillian (1972) proposed that semantic memory be organized as an interconnected network. In the
network, each word is stored with the set of pointers to other words in the network.

Retrieval of information takes two forms: recognition and recall. In recognition, retrieval is based
on familiarity. Recall involves actual reconstruction of information, which may be more difficult. Because
of this reconstructive process, memories may change over time. They may be simplified, altered, or
distorted depending on the experiences and attitudes of the individual
Apparatus

A 40-word list (in the Filipino) in three categories of 10 words each and ten neutral words,
arranged randomly: stop watch pencil lined paper

Procedure

E divides the class into 3 groups (A, B, C) with equal number of members in each group as much
as possible. E gives the following directions:

I am going to read to you a rather long list of words. Try to remember as many as possible. After
I read the list once, Group A should leave the room and write as many words as they can remember within
5 minutes. Group B will do the same after I read the list from for the second time- write as many as words
as they can remember within 5 minutes. Group C will do the same after hearing the list for the third time
– write as many words as they can remember within 5 minutes. These are all for immediate recall.

Allow 20 minutes interpolated activity. Ask all the groups to recall the words that were earlier
read. All Ss tally words that were recalled both on immediate and later recall – one point for each word
recalled. Get the clustering scores for immediate and later recall. In scoring each category, place a bracket
around consecutive item in recall that fall within the same category (baboy, baka, kabayo). In the given
sample, the score would be: 2- (baboy-baka) in cluster one and (baka-kabayo) in cluster 2

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