Learning and Memory Applied --Essay代写范文精选

Essay代写范文:“Learning and Memory Applied ”，这篇论文主要描述的是在生活当中学习常常与记忆相联系，两者像是相辅相成的存在，好比是二者之间缺少任何一个都无法发挥出最大的作用，原本的我就是一个整日学习的普通人，在接触到了学习与记忆的心理课程后，我能够将记忆的方法运用到学习当中，强化对于课程学习的记忆。

Learning and memory are fascinating. The world could not function without either. They both are used in many different fashions in a wide variety of places. Learning and Memory have been carefully studied by professionals but are also well known and used by the common people on a daily basis. I am one of those common people, a student who is constantly learning and making the most of my memory. Since enrolling in The Psychology of Learning and Memory class I have come to the realization that I encounter situations in my life that exemplify the very concepts I have studied. I have also learned that it is beneficial to apply the lessons learned in class to my everyday life. Positive reinforcement, learned helplessness and serial recall are a few among many of the learning and memory models that have come to action in my life and in my final reflections surrounding the course.

First of all, I was highly interested in the concept and various factors that together make up positive reinforcement. I had a premise that I could do some experimental work on the three children for whom I baby-sit during the week after school. They leave school full of energy and it is my job to get them to complete a series of tasks before the end of the evening. I imagined that some positive reinforcement might get them on their way to handling their responsibilities in a timelier manner. My first step was to come up with a specific instrumental response that would produce reinforcement. This took no time at all because by far the most painfully difficult thing for me to do is get the children to sit down and do their homework. I then spoke specifically to each child and asked them what they would rather choose as an after school activity. They named video games, television, and going to play with other neighborhood children. I had expected these types of answers from the children and made them into the positive reinforcers that would be contingent on the children’s performance of the instrumental response; namely completing their homework. I explained to the children that if they behaved and finished their homework, then directly following they could spend an hour doing an activity of their choice. I made it very clear that they would get no playtime until the homework had been completed. There would be no positive reinforcer if the instrumental response was lacking. This positive reinforcement was quite successful because the children did finish their homework more quickly and with less whining; although I did have to re-focus them from time to time by reminding them that the positive reinforcement awaited them upon completion of their assignments. This positive reinforcement tactic appears that it would work well if used by teachers in schools.

Learned helplessness and its relation to depression is another area of learning and memory that I have experienced first hand. The concept of learned helplessness represents a lack of contingency between any number of attempted responses and an uncontrollable aversive outcome. Prolonged experience with stressors that cannot be controlled may result in passiveness. This “learned” passivity in one situation may transcend many other situations involving aversive stimuli, whether the aversive outcome is actually avoidable or simply inevitable and unpreventable. Learned helplessness results in emotional stress, depressed motivation and most importantly a negative cognitive belief surrounding uncontrollability. A few years past I experienced a bout of depression and it was a time in my life that I would characterize as being very inescapable, I just could not see the light at the end of the tunnel. My encounter with depression and the difficulties I overcame appear to parallel the theory of learned helplessness. Treatment of depression is amazingly similar to the “unlearning” of learned helplessness as well. Many of the people with whom I worked used the term “Fake it until you make it!” Essentially this meant to try to overcome the very things that cause one to feel helpless and one may be pleasantly surprised that responding to an aversive circumstance can have a positive affect on the current situation. I learned that I did have control over my life and that all was not hopeless. This cognitive behavioral strategy that is used to council the depressed appears that it would also be effective in changing learned helplessness. An organism can be trained in assertiveness by being forced into action. It will then learn that responding is not actually hopeless and the outcome can really be quite reinforcing. The organism will also learn that putting forth effort is not ineffectual and this change in belief is quite crucial to ending learned helplessness.

Additionally, since enrolling in The Psychology of Learning and Memory class I have put a good deal of thought into serial recall. This is almost embarrassing to admit but I will ask my friends and family to name a series numbers and then many minutes later I will recall them in that same sequence to practice my memory skills. I find that my memory for series of numbers appears to be quite good. I have different numerical codes for various computer passwords, the telephone, and my bike lock and so the list continues. From the class I realized that I have been using certain tricks to remember all my important number codes and these tricks have been very helpful to my memory. For the first memory trick I keep the first and last numbers in a list the clearest in my mind. I now know this concept as the serial position effect where the first and last numbers in a list are learned more quickly and forgotten more slowly than the numbers in the middle of a list. Then, to improve me recall of the numbers in the middle of the series I use the trick of paired associations. I couple up all the numbers that are not located at the ends of the list. I envision one of the numbers in the middle of the list as a stimulus that enables me to respond with a paired number next to it in the middle of the list. This means that I really only have to remember half of the numbers in a list. Finally, to remember the numbers in a list even better I use mnemonic devices. Mnemonic devices are strategies that can be used to enhance recall. I form a relationship between a to-be-remembered number and a number that already has a personal meaning. An example of this tactic would be relating the number five to the five dogs that I own. These strategies all work well and improve my memory for all the series of numbers I must recall daily.

To be able to learn and remember is priceless. Being aware of the power held by learning and memory can be truly beneficial and advantageous. Whether I am positively reinforcing children to do their homework, battling depression or remembering frequently needed numerical codes I now appreciate learning and memory more than ever. Both can and will take people far in life. Learning and memory are unavoidable and for me that is a really fantastic thing.

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