Tma1_Y183

TASK 1 In the following essay, I will describe, in turn, the terms ‘mental images’, ‘concepts’ and schemas. I will then continue my explanation of how these can organise our thinking and improve our memory. I will support these findings by relevant evidence from experiments and research. The conclusion will summarise the main points. Psychologists identify three ways of thinking. These areas refer to semantic thoughts - thinking in words and conversations; iconic thoughts - thinking using images and pictures; and enactive thoughts - thinking based on actions and movement. Our thoughts are then being organised. This organisation involves: using mental images and their affect on recalling relevant information forming concepts - mental organisation of our thoughts developing schemas and their importance Mental image is a verbal or written information transformed into an image or a picture in our minds. By concentrating on forming this image in an unusual way, such as large, colourful and bizarre, we will create a mental image that will remain in our memory. This image will remain in our memory longer as we tend to remember unusual items rather than items we use and deal with on daily basis. Spoors et al (2011). The unusual nature of the image will also help us to recall relevant information. There have been several experiments to support this theory. One of the experiments is the one carried out by Raugh and Atkinson (1975). They asked two groups of participants to learn 60 Spanish words. They taught one-half of them to use the key word technique, which they developed. The later test revealed that the scores of those using the key word technique were on average 88% compare with 28% of those not using key words. Spoors et al (2011). Another memory aid that helps us to remember or memorise huge amount of information or data based on mental images are mnemonics. There are different types of mnemonics; musical, spelling or rhyme such as ‘30 days hath September, April, June and November, all the rest have 31, except February which has 28...’ Spoors et al (2011, p 47). Concepts are a way of thinking in which we organise our thought into categories. These concepts contain many sub-concepts and these contain further sub-concepts. Spoors et al (2011, p.50) states that ‘when we apply our concepts, we tend to use a set of defining features’. However if our concepts are not defined clearly, they will then depend on what we expect to do with the object. For example, the definition of table could also apply to stool. Spoors et al (2011). The experiments of Weston Bousfield and George Mandler are described in Spoors et al (2011). Weston Bousfield (1953) carried out an experiment in which the participants were asked to learn 60 words, which could be separated into four categories. Although the words were not given to the participants in order, they tended to remember them in groups belonging to the same category. For example if they remembered word daisy, they also remembered words rose, daffodil and so on. Participants will often be able to recall more words once they are given cues and category headings. George Mandler (1967) suggests that we do not have to make an effort to memorise information, however we can learn by simply organising it. He also carried out an experiment. He gave two groups of participant’s pack of 100 cards each with a word printed on each card. Both groups were asked to sort the card into groups but only one group was asked to memorise the words. Later, the test revealed that both groups could remember the same amount of words. Schema is a way of understanding the world, which describes several concepts. We have schemas about objects, situations, groups of people and even ourselves. (Spoors et al 2011). Schemas are based on our experience. Spoors et al (2011) describes the schema of ‘going to cinema’. This experience within our memory will be associated with buying a ticket, sitting in the dark, big screen and so on. In case of visiting a new cinema, we will simply activate our schema ‘going to cinema’. This will prevent us from starting from the beginning and trying to work out what to do. John Bransford and Marcia Johnson (1972) in Spoors et al (2011, p 55) ‘carried out a number of experiments which illustrated the role of schemas in our understanding as well as our recall of information. One of their experiments relates to a passage which was read to two groups of participants, however only one group was given the title ‘washing clothes’. The experiment shows that it is very difficult to understand and recall the passage without knowing the title. ‘The title provides a schema so that the information can be sorted appropriately and recalled more easily’. Spoors et al (2011, p 56). Conclusion I have looked at the ways we think and organise our thinking by using mental images, concepts and schemas. I found that the images/pictures we create by using mental images would provide extra cues when we try to recall information. By forming concepts and sub-concepts we store information in organised groups/categories and by developing schemas, based on our experience, we will file information that can be then used in similar and new situations. All three types help us to improve our memory. TASK 2 Question 1 I found reading the chapter quite difficult, as some parts were very similar and confusing. In addition, I found it difficult to begin writing my assignment, as I have not done it for a very long time. The referencing was quite confusing for me as it was the first time I have done it. I found it difficult to complete my assignment by suggested cut off date due to my personal circumstances. Note taking by highlighting information was very easy and useful. Question 2 I will definitely allow more time for writing my second assignment. I will also keep practising referencing. Word count: 1016 References Spoors, P., Dyer, E.W. and Finlay, L. (2011) Starting with Psychology, Milton Keynes, The Open University