Rumor chain activity
A story is told to a classmate. Then is retold to another. Then to another. The final story is quite different from the original. First, the story is leveled out. Many fine details are omitted in the second retelling. One for example is the fact that the hijacker is fighting for the peoples’ revolutionary army. Also some minor irrelevant details are sharpened. For example, the reemphasis of the fact that the gun was a 357 magnum. Or that the flight was of the QANTAS International. Assimilation also had a powerful effect on this story. The fact that the pilot was a woman is changed to a man. The air hostess was introduced as a man but was retold as a woman. The names of both characters were switched as well. This is unconsciously done to so that the event will better fit out schemas of a plane-hijacking incident. Serial positioning also had an effect on the story told. The final story and the first one were quite similar.
Thursday, March 15, 2007
Rumor chain activity
A story is told to a classmate. Then is retold to another. Then to another. The final story is quite different from the original. First, the story is leveled out. Many fine details are omitted in the second retelling. One for example is the fact that the hijacker is fighting for the peoples’ revolutionary army. Also some minor irrelevant details are sharpened. For example, the reemphasis of the fact that the gun was a 357 magnum. Or that the flight was of the QANTAS International. Assimilation also had a powerful effect on this story. The fact that the pilot was a woman is changed to a man. The air hostess was introduced as a man but was retold as a woman. The names of both characters were switched as well. This is unconsciously done to so that the event will better fit out schemas of a plane-hijacking incident. Serial positioning also had an effect on the story told. The final story and the first one were quite similar.
A story is told to a classmate. Then is retold to another. Then to another. The final story is quite different from the original. First, the story is leveled out. Many fine details are omitted in the second retelling. One for example is the fact that the hijacker is fighting for the peoples’ revolutionary army. Also some minor irrelevant details are sharpened. For example, the reemphasis of the fact that the gun was a 357 magnum. Or that the flight was of the QANTAS International. Assimilation also had a powerful effect on this story. The fact that the pilot was a woman is changed to a man. The air hostess was introduced as a man but was retold as a woman. The names of both characters were switched as well. This is unconsciously done to so that the event will better fit out schemas of a plane-hijacking incident. Serial positioning also had an effect on the story told. The final story and the first one were quite similar.
Wednesday, March 14, 2007
All Purpose Memory Activity
In this activity, a group of words was spoken to us with 1second interval. Then after we are to recall the words. The result, showed that serial position effect was somewhat effecting the result. The first word and the last word, Bed and dream were easily recalled. This implies that the order, primacy and recency, has some effect. Semantic distinctiveness has also influences our attentiveness to a word. The word, artichoke, thus comes up as a common. Rehearsal also improves recall. This is demonstrated as the word night is repeated 3 times. Night is recalled with 100% accuracy. Sleep was one word recalled but Mr. Anthony never said. This implies that memory is a reconstruction process not a roll back of a tape. This is because sleep has the same schema as the other words. Thus we added it to the list of words even though the actual event, of saying the word did not happen. Thus the memory is distorted. Chucking could also have had an effect. Tossing and turning is a common American idiom. A person common to this idiom can easily use this technique to recall this word. As chunking is the grouping of information into units of meaningful events. This experiment has yielded any results. I find this experiment very interesting yet effective.
In this activity, a group of words was spoken to us with 1second interval. Then after we are to recall the words. The result, showed that serial position effect was somewhat effecting the result. The first word and the last word, Bed and dream were easily recalled. This implies that the order, primacy and recency, has some effect. Semantic distinctiveness has also influences our attentiveness to a word. The word, artichoke, thus comes up as a common. Rehearsal also improves recall. This is demonstrated as the word night is repeated 3 times. Night is recalled with 100% accuracy. Sleep was one word recalled but Mr. Anthony never said. This implies that memory is a reconstruction process not a roll back of a tape. This is because sleep has the same schema as the other words. Thus we added it to the list of words even though the actual event, of saying the word did not happen. Thus the memory is distorted. Chucking could also have had an effect. Tossing and turning is a common American idiom. A person common to this idiom can easily use this technique to recall this word. As chunking is the grouping of information into units of meaningful events. This experiment has yielded any results. I find this experiment very interesting yet effective.
Monday, March 12, 2007
Meaning Enhances Recall
The class conducted another experiment on memory. Twenty words are to be remembered according using the help of counting the syllables (A words) or the positive or negative connotation (B words) it has. The class’s mean is 5.09 A words are remembered and 7.09 B words, which totals to a total of 12.27 words remembered from 20. The top scorer has 19 words remembered, and the worst is 6. I did poorly at this test. My result was 4 A words and 2 B words with a total of only 6 words. Mr. Anthony said that people remember more words with meaning. However I remember more A words. Ironic. However, the top scorer Pox used a story to help him recall the words. Thus memory can be made more effective using meaning insist recalling. On the other hand, if one had affecting environmental factors like little sleep or misunderstanding the instruction, the result will be poor too. I can see a pattern that people only remember what has some significance to them. For example, we are told to do so. Or else we are forced to ponder upon it. In other words, we choose to remember what holds meaning. If it does not hold some importance, we are not likely to remember it.
The class conducted another experiment on memory. Twenty words are to be remembered according using the help of counting the syllables (A words) or the positive or negative connotation (B words) it has. The class’s mean is 5.09 A words are remembered and 7.09 B words, which totals to a total of 12.27 words remembered from 20. The top scorer has 19 words remembered, and the worst is 6. I did poorly at this test. My result was 4 A words and 2 B words with a total of only 6 words. Mr. Anthony said that people remember more words with meaning. However I remember more A words. Ironic. However, the top scorer Pox used a story to help him recall the words. Thus memory can be made more effective using meaning insist recalling. On the other hand, if one had affecting environmental factors like little sleep or misunderstanding the instruction, the result will be poor too. I can see a pattern that people only remember what has some significance to them. For example, we are told to do so. Or else we are forced to ponder upon it. In other words, we choose to remember what holds meaning. If it does not hold some importance, we are not likely to remember it.
Thursday, March 08, 2007
Short Term Memory
Average memory of number is 7 +- 2 numbers. Mine is only 5. Memories tend to be distorted. Sometimes I am able to remember the beginning but not the end. Other times the order of the middle number interferes with my memory. To help us to remember things, use things that are meaningful and emotionally attached. Moreover, things that are visual are more easily remembered. Another method to help is chunking. Chunking is the breaking down of information into sections of groupings which contains a sort of pattern. With chunking a 7 number average can be raised up to 14 numbers.
Average memory of number is 7 +- 2 numbers. Mine is only 5. Memories tend to be distorted. Sometimes I am able to remember the beginning but not the end. Other times the order of the middle number interferes with my memory. To help us to remember things, use things that are meaningful and emotionally attached. Moreover, things that are visual are more easily remembered. Another method to help is chunking. Chunking is the breaking down of information into sections of groupings which contains a sort of pattern. With chunking a 7 number average can be raised up to 14 numbers.
Memories
Mr. Anthony told us to recall our first memories. My first memory is of the age of 4 and it is about eating cup noodles. Others in my class reported that they have memories when they were 1, 2, or 3. However, Mr. Anthony argued to their account that it is highly unlikely. He stated that neurologically we, at that age, are unable to store memories as the brain is not yet fully formed. He then concludes that the memories of those below 3 are possibly recreated. One example he gave us was that it is a reconstructed memory from the age of 6 of things we might have heard or seen at that time which relates to the age of three. In other words, these memories are false. These memories are not actually accounts of what have happened; however it is what we told our self to remember. In other words there are emotional elements which assist to what we keep in our memory. For example, me I had eating as part of my memory. Consequently I felt that I was quite happy. I guess that was one reason why I remember it. Also Mr. Anthony told us that when we reconstruct our memories it is in third person. However, seeing the memory in third person is impossible. Thus Mr. Anthony concluded that memory is malleable. In other words, memory doesn’t work like a photograph. It is shaped and distorted through time.
Mr. Anthony told us to recall our first memories. My first memory is of the age of 4 and it is about eating cup noodles. Others in my class reported that they have memories when they were 1, 2, or 3. However, Mr. Anthony argued to their account that it is highly unlikely. He stated that neurologically we, at that age, are unable to store memories as the brain is not yet fully formed. He then concludes that the memories of those below 3 are possibly recreated. One example he gave us was that it is a reconstructed memory from the age of 6 of things we might have heard or seen at that time which relates to the age of three. In other words, these memories are false. These memories are not actually accounts of what have happened; however it is what we told our self to remember. In other words there are emotional elements which assist to what we keep in our memory. For example, me I had eating as part of my memory. Consequently I felt that I was quite happy. I guess that was one reason why I remember it. Also Mr. Anthony told us that when we reconstruct our memories it is in third person. However, seeing the memory in third person is impossible. Thus Mr. Anthony concluded that memory is malleable. In other words, memory doesn’t work like a photograph. It is shaped and distorted through time.
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