下面为大家整理一篇优秀的paper代写范文- A Discussion Of Elaborative Rehearsal And Long-Term Memory，供大家参考学习，这篇论文讨论复述与记忆。复述是一种有用的策略，可以利用内部语言在大脑中再现学习的过程，以保持工作记忆中的信息，并使他的注意力集中在学习上。在学习的过程中，复述是记忆的主要手段，许多新的信息，如姓名、外来词等，都是在短时间内被记住的，只有经过反复的复述才能保持长期的记忆状态。
The rehearsal strategy is a useful strategy to use the internal language to reproduce the learning material or stimulus in the brain to maintain information in the working memory and to keep his attention on the learning material. In the process of study, the rehearsal is a major means of memory, and many new information, such as names, foreign words, etc., is to be remembered in a short time and remained in a long-term manner only after repeated rehearsal. Given the importance of rehearsal, it is necessary to explore it further. Thus, this article is to have a discussion of one sort of rehearsal---elaborative rehearsal and long-term memory, with reference to SQ3R theory and Cornell note-taking skills.
http://www.51due.net/writing/research-paper/sample32293.html
Short-term memory has limitation of volume and time, and it can be transferred into long-term memory by using elaborative rehearsal. In the daily life, it is a common experience that even if a person learns new knowledge, it is hard for the person to memorize unfamiliar things that he or she has never cognized before. Thus, it is becoming a sort of ineffective learning to some degree. For example, after people remember a strange number, they usually are to forget it after the dial. Those are classical examples of short-term memory. It is a process in which a lot of real-time information may become the focus of consciousness in a short period of time, then the short term memory is used. But the capacity of memory is limited, which is about 7 ± 2 units. According to a research, “employing a strategic and prescribed approach to reading course material increases student recall and subsequent exam performance”(p.145). It shows that on the one hand, the long term memory is a key factor related to exam performance and on the other hand, there could be an effective use of strategic method in the course material to improve such memory recall, which further leads to positive impact on the students’ academic results. Thus, short-term memory is easy to forget, and when people must be very focused in order to ensure that the code is to be transferred into a long time, then long-term memory is used. It is about the information that is being saved in the memory successfully. And unlike the short-term memory, long-term memory is mainly a large number of organized knowledge, which is not easy to be remembered. Thus, there is a huge advantage of long-term memory. It is necessary to come up effective ways to transfer the former into the latter. Furthermore, if duration discrimination of longer intervals is mediated by working memory functions, and in particular by processes associated with transfer of information into long-term memory, only elaborative but not maintenance rehearsal should interfere with duration discrimination (Rammsayer, & Ulrich, 129). Elaborative rehearsal is one of the strategy to keep memory in long term. Successful learners use metacognitive elaborative rehearsal to process and make sense of incoming information (p.1). With the role of rehearsal, it is easier for learning materials to to be transferred to the long-term memory and be stored in the short-term memory as well. And the elaborative rehearsal as one sort of rehearsal is serving this role better by repeating to make the information in the short-term memory obtained further processing and organization, so that it is to establish contact with the stored information in the long-term memory. This can help the short-term memory to transfer to the long-term memory in a more effective manner. For elaborative rehearsal, the processing level is high, which is marked with initiative of learners. Thus, to a certain degree, by disintegrating new knowledge into former knowledge in the brain and helping connecting them in mind, elaborative rehearsal can help extend duration of long-term memory and overcome the limitation of volume and time of short-term memory.
Elaborative rehearsal has roughly three strategies. The first is about digging the meaning of the information itself, and deepening the connection of the information. The elaborative retrieval operations that activate related concepts and generate effective retrieval cues or “routes” to a target memory item on later retrieval attempts(Carpenter,1563 ). For example, when people remember that the hippocampus plays in the role of memory and space positioning, it is very academic. But it can be transformed into "hippocampus is a personal GPS system", and it is easy to remember the function of the hippocampus and will not forget. Second, the information is needed to be organized deeply. Elaborative rehearsal is a working memory function that involves processes designed to more deeply encode and store information for later retrieval (Craik and Lockhart 1972, Klatsky 1988).Long-term memory is basically the organization and storage of information, so in the use elaborative rehearsal, it helps organized information deeply . The easiest way is to build a knowledge tree, and building a knowledge structure according to the catalog is a simple and effective way. Thirdly, it is to establish contact, and mastery with the existing knowledge and memory. For example, when one reads this memory notes, people experience comparison, matching, which is gradually integrated into a new knowledge system, and requires more in-depth thinking, but the effect is immediate. If elaborative rehearsal takes full advantage of SQ3R theory and Cornell note-taking skills such as associative meaning and fractional memory, it is much more effective in helping people to maintain long-term memory.SQ3R is one of effective strategic methods that could be used by people. SQ3R is the acronym of each reading step, including survey, question, read, recite and review. In accordance with the sequence, learners roughly browse the material at the beginning, analysis material later and look back finally. Elaborative rehearsal also follows this process. Cornell note-taking skills separate note paper into 3 parts. The button of the paper is used to summarize all material, while review clues are put into left column and the rest of paper is used to first roughly note-taking by using symbols and abbreviation. At the main note-taking area, the first impression of knowledge is emerged without filtrating, whereas learners cover this part and only remind what they have learned by key words in the left column. Both of them omit lots of unimportant details to save memorize energy and link knowledge through key words to remain memory in long term , as elaborative rehearsal reduces the strangeness and material volume of new knowledge and to make memory remain longer.
However, despite the effectiveness of memory is ensured with the use of elaborative rehearsal, it leads to the questions of what the real benefits of elaborative rehearsal can bring to the ability of thinking and expression. It is noted that elaborative rehearsal is not a simple repetition, and by contrast, it is a creative process, which can allow memory, thinking, and expression to be organically combined into one unified whole process. Memory is the basis for elaborative rehearsal. The learners quickly remember some important words in the text, the structure of the article and its specific content. Thus, the process of elaborative rehearsalis in general regarded as the process of transferring the short-term memory into long term memory. But, it neglects a fact that elaborative rehearsal is not just about the long term memory of the text, as it must make the comprehensive, general, and appropriate choice according to certain requirements, and the contents of the memory. The measure of meta cognitive elaboration relies on self-report and suffers from the limitations associated with all such measures.(p.15). Thus, it requires the learners to carefully select the words, and organize the material in connection with the long term memory. In this process, to stimulate interest is also a key factor. The learners can put forward some of the problems of the content of materials to be memorized, causing their own thinking, and enriching the learner's ideas. This is the process of thinking on the basis of memory. Also, some techniques are needed at this stage such as the important plot is to bedealt with mainly and the other plot can be simplified as far as possible. Often, elaborative rehearsal, can develop learners' thinking ability, and cultivate students to think about the habit of the problem. It is also to stimulate learners’ need to express the premise. Finally, it is expression stage of elaborative rehearsal . Elaborative rehearsal's ultimate goal is not just the memory and its effectiveness, and the ability to improve thinking, but also it is about the learners to use accurate and clear language to speak or write out it. The most critical issue about elaborative rehearsal in this step is that it is conducive to cultivating and improving students’ ability to express. Thus, elaborative rehearsal is in fact a complicated process involving different stages. In addition, an effective elaborative rehearsal must follow certain procedures, which included memory, thinking, and expression.
To sum up, elaborative rehearsal with the use of SQ3R theory and Cornell note-taking skills is effective in increasing the possibility of attainment of information in the long-term memory. However, there are some limitation of elaborative rehearsal partly as its over reliance on self-report.
Works cited
Carpenter, S. K. (2009). Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1563–1569. doi:10.1037/a0017021
Harris, J., & De Qualls, C. (2000). The association of elaborative or maintenance rehearsal with age, reading comprehension, and verbal working memory performance. Aphasiology, 14(5-6), 515-526.
Rammsayer, & Ulrich. (2011). Elaborative rehearsal of nontemporal information interferes with temporal processing of durations in the range of seconds but not milliseconds. Acta Psychologica, 137(1), 127-133.
Roberts, Greg, Scammacca, Nancy, Osman, David J., Hall, Colby, Mohammed, Sarojani S., & Vaughn, Sharon. (2014). Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall. Educational Psychology Review, 26(3), 451-468.
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The rehearsal strategy is a useful strategy to use the internal language to reproduce the learning material or stimulus in the brain to maintain information in the working memory and to keep his attention on the learning material. In the process of study, the rehearsal is a major means of memory, and many new information, such as names, foreign words, etc., is to be remembered in a short time and remained in a long-term manner only after repeated rehearsal. Given the importance of rehearsal, it is necessary to explore it further. Thus, this article is to have a discussion of one sort of rehearsal---elaborative rehearsal and long-term memory, with reference to SQ3R theory and Cornell note-taking skills.
http://www.51due.net/writing/research-paper/sample32293.html
Short-term memory has limitation of volume and time, and it can be transferred into long-term memory by using elaborative rehearsal. In the daily life, it is a common experience that even if a person learns new knowledge, it is hard for the person to memorize unfamiliar things that he or she has never cognized before. Thus, it is becoming a sort of ineffective learning to some degree. For example, after people remember a strange number, they usually are to forget it after the dial. Those are classical examples of short-term memory. It is a process in which a lot of real-time information may become the focus of consciousness in a short period of time, then the short term memory is used. But the capacity of memory is limited, which is about 7 ± 2 units. According to a research, “employing a strategic and prescribed approach to reading course material increases student recall and subsequent exam performance”(p.145). It shows that on the one hand, the long term memory is a key factor related to exam performance and on the other hand, there could be an effective use of strategic method in the course material to improve such memory recall, which further leads to positive impact on the students’ academic results. Thus, short-term memory is easy to forget, and when people must be very focused in order to ensure that the code is to be transferred into a long time, then long-term memory is used. It is about the information that is being saved in the memory successfully. And unlike the short-term memory, long-term memory is mainly a large number of organized knowledge, which is not easy to be remembered. Thus, there is a huge advantage of long-term memory. It is necessary to come up effective ways to transfer the former into the latter. Furthermore, if duration discrimination of longer intervals is mediated by working memory functions, and in particular by processes associated with transfer of information into long-term memory, only elaborative but not maintenance rehearsal should interfere with duration discrimination (Rammsayer, & Ulrich, 129). Elaborative rehearsal is one of the strategy to keep memory in long term. Successful learners use metacognitive elaborative rehearsal to process and make sense of incoming information (p.1). With the role of rehearsal, it is easier for learning materials to to be transferred to the long-term memory and be stored in the short-term memory as well. And the elaborative rehearsal as one sort of rehearsal is serving this role better by repeating to make the information in the short-term memory obtained further processing and organization, so that it is to establish contact with the stored information in the long-term memory. This can help the short-term memory to transfer to the long-term memory in a more effective manner. For elaborative rehearsal, the processing level is high, which is marked with initiative of learners. Thus, to a certain degree, by disintegrating new knowledge into former knowledge in the brain and helping connecting them in mind, elaborative rehearsal can help extend duration of long-term memory and overcome the limitation of volume and time of short-term memory.
Elaborative rehearsal has roughly three strategies. The first is about digging the meaning of the information itself, and deepening the connection of the information. The elaborative retrieval operations that activate related concepts and generate effective retrieval cues or “routes” to a target memory item on later retrieval attempts(Carpenter,1563 ). For example, when people remember that the hippocampus plays in the role of memory and space positioning, it is very academic. But it can be transformed into "hippocampus is a personal GPS system", and it is easy to remember the function of the hippocampus and will not forget. Second, the information is needed to be organized deeply. Elaborative rehearsal is a working memory function that involves processes designed to more deeply encode and store information for later retrieval (Craik and Lockhart 1972, Klatsky 1988).Long-term memory is basically the organization and storage of information, so in the use elaborative rehearsal, it helps organized information deeply . The easiest way is to build a knowledge tree, and building a knowledge structure according to the catalog is a simple and effective way. Thirdly, it is to establish contact, and mastery with the existing knowledge and memory. For example, when one reads this memory notes, people experience comparison, matching, which is gradually integrated into a new knowledge system, and requires more in-depth thinking, but the effect is immediate. If elaborative rehearsal takes full advantage of SQ3R theory and Cornell note-taking skills such as associative meaning and fractional memory, it is much more effective in helping people to maintain long-term memory.SQ3R is one of effective strategic methods that could be used by people. SQ3R is the acronym of each reading step, including survey, question, read, recite and review. In accordance with the sequence, learners roughly browse the material at the beginning, analysis material later and look back finally. Elaborative rehearsal also follows this process. Cornell note-taking skills separate note paper into 3 parts. The button of the paper is used to summarize all material, while review clues are put into left column and the rest of paper is used to first roughly note-taking by using symbols and abbreviation. At the main note-taking area, the first impression of knowledge is emerged without filtrating, whereas learners cover this part and only remind what they have learned by key words in the left column. Both of them omit lots of unimportant details to save memorize energy and link knowledge through key words to remain memory in long term , as elaborative rehearsal reduces the strangeness and material volume of new knowledge and to make memory remain longer.
However, despite the effectiveness of memory is ensured with the use of elaborative rehearsal, it leads to the questions of what the real benefits of elaborative rehearsal can bring to the ability of thinking and expression. It is noted that elaborative rehearsal is not a simple repetition, and by contrast, it is a creative process, which can allow memory, thinking, and expression to be organically combined into one unified whole process. Memory is the basis for elaborative rehearsal. The learners quickly remember some important words in the text, the structure of the article and its specific content. Thus, the process of elaborative rehearsalis in general regarded as the process of transferring the short-term memory into long term memory. But, it neglects a fact that elaborative rehearsal is not just about the long term memory of the text, as it must make the comprehensive, general, and appropriate choice according to certain requirements, and the contents of the memory. The measure of meta cognitive elaboration relies on self-report and suffers from the limitations associated with all such measures.(p.15). Thus, it requires the learners to carefully select the words, and organize the material in connection with the long term memory. In this process, to stimulate interest is also a key factor. The learners can put forward some of the problems of the content of materials to be memorized, causing their own thinking, and enriching the learner's ideas. This is the process of thinking on the basis of memory. Also, some techniques are needed at this stage such as the important plot is to bedealt with mainly and the other plot can be simplified as far as possible. Often, elaborative rehearsal, can develop learners' thinking ability, and cultivate students to think about the habit of the problem. It is also to stimulate learners’ need to express the premise. Finally, it is expression stage of elaborative rehearsal . Elaborative rehearsal's ultimate goal is not just the memory and its effectiveness, and the ability to improve thinking, but also it is about the learners to use accurate and clear language to speak or write out it. The most critical issue about elaborative rehearsal in this step is that it is conducive to cultivating and improving students’ ability to express. Thus, elaborative rehearsal is in fact a complicated process involving different stages. In addition, an effective elaborative rehearsal must follow certain procedures, which included memory, thinking, and expression.
To sum up, elaborative rehearsal with the use of SQ3R theory and Cornell note-taking skills is effective in increasing the possibility of attainment of information in the long-term memory. However, there are some limitation of elaborative rehearsal partly as its over reliance on self-report.
Works cited
Carpenter, S. K. (2009). Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1563–1569. doi:10.1037/a0017021
Harris, J., & De Qualls, C. (2000). The association of elaborative or maintenance rehearsal with age, reading comprehension, and verbal working memory performance. Aphasiology, 14(5-6), 515-526.
Rammsayer, & Ulrich. (2011). Elaborative rehearsal of nontemporal information interferes with temporal processing of durations in the range of seconds but not milliseconds. Acta Psychologica, 137(1), 127-133.
Roberts, Greg, Scammacca, Nancy, Osman, David J., Hall, Colby, Mohammed, Sarojani S., & Vaughn, Sharon. (2014). Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall. Educational Psychology Review, 26(3), 451-468.
想要了解更多英国留学资讯或者需要论文代写，请关注51Due英国论文代写平台，51Due是一家专业的论文代写机构，专业辅导海外留学生的英文论文写作，主要业务有essay代写、paper代写、assignment代写。在这里，51Due致力于为留学生朋友提供高效优质的留学教育辅导服务，为广大留学生提升写作水平，帮助他们达成学业目标。如果您有代写需求，可以咨询我们的客服QQ：800020041。
51Due网站原创范文除特殊说明外一切图文著作权归51Due所有；未经51Due官方授权谢绝任何用途转载或刊发于媒体。如发生侵犯著作权现象，51Due保留一切法律追诉权。
