Psychology of Learning: Three Classroom Study Strategies Explained

This assignment explores three effective classroom study strategies to enhance learning and memory. The first strategy, elaborative rehearsals, focuses on converting short-term memory into long-term memory through cognitive and analytical engagement, often involving revisions and problem-solving exercises. The second strategy, retrieval cues, emphasizes the importance of recall, recognition, and relearning, which facilitate the development of neural networks in the brain, enabling analysis and assimilation of facts through classroom activities and tests. The third strategy, working memory/chunking, promotes the organization of information into meaningful chunks to improve short-term memory efficiency and facilitate its transfer to long-term memory, using techniques like charts and checklists. The document provides references to support these strategies.

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Three Class Room study Strategies
1. Elaborative Rehearsals for the conversion of Short term memory into long term
memory
The technique of elaborative rehearsals defines a procedure attached to the learning inside the
classroom where revisions of the main text or the learning after certain intervals takes place. This
technique demands the participation of the cognitive and analytical faculties of the students. In
general cases, an oral rendering of the lesson in the classroom is the best technique for lower
levels. The concept of the elaborative rehearsals can also be utilized to create a revision based
upon the main theme of the text. Under this type of rehearsal exercises of problem solving and
study of the case studies based on the lesson can be implemented in higher-level classes where
the students are capable of applying the knowledge into lifelike situations (The Nature of
Eloberative Rehersal , 2019).
2. Retrieval Cues
The theories behind the retrieval cues identify three R’s of “Recall,” “Recognition” and
“Relearning.” The technique of Retrieval cues is very important for the critical analysis faculty
of the brain. In terms of psychology, it can be associated with the concept of the development of
neural networks in the brain. Every time a person learns anything and it becomes a part of his or
her long term memory then it forms a neural network in the brain. Any new information related
to that particular topic finds a space in the already developed neural network of the brain. The
processes associated with “Recall,” “Recognition” and “Relearning” facilitates these neural
networks in the brain and allows a spontaneous mechanism for analysis, comparison, and
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assimilation of the facts (Johnson, 1982). Classroom exercises, activities and other revision tests
aimed to facilitate retrieval cues support the Neural networks and fill all the necessary gaps of
information. While accommodating retrieval cues in pedagogy, a teacher can identify these gaps
and act in accordance (Gilbert, 2014).
3. Working Memory /Chunking
An active redemption of information in Short term memory can increase its chances to become a
part of the long term memory. Apart from it, an effective disposition of information for the short
term memory can increase the efficiency of a person multiple folds (Bore, 2016). The methods
associated with the chunking promote an exercise of arranging the information in small and
meaningful chunks for the user. Adding hyphens between the country code, city code and area
code of a phone number refers to the chunking. Most of the lists where data related to similar
fields can be accessed also present an example of chunking. The process of chunking also adds a
visual quality in the text or the information and this visual quality can enhance the memorability
of a lesson. Preparation of charts, the formation of checklists and segregation of data in tables,
presents an example of chunking to facilitate the efficiency of the learning environment. While
designing pedagogy or a tool for the training purpose, an educator or influencer cannot
undermine the correlation between working memory and long term memory. The process of
chunking creates a bridge between the two, apart from increasing the efficiency it also creates a
conducive environment for the facilitation of short term memory or working memory into long
term or permanent memory.
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References
The Nature of Eloberative Rehersal. (2019). Psych: Fullerton,
http://psych.fullerton.edu/navarick/Elaboration.pdf.
Bore, D. (2016). Consciousness and the prefrontal parietal network: insights from attention,
working memory, and chunking. Frontiers In Psychology,
https://www.frontiersin.org/articles/10.3389/fpsyg.2012.00063/full.
Gilbert, A. (2014). Perceptual chunking and its effect on memory in speech processing: ERP and
behavioral evidence. Frontiers in Psychology,
https://www.frontiersin.org/articles/10.3389/fpsyg.2014.00220/full.
Johnson, R. (1982). Retrieval Cues and the Remembering of Prose: A Review. Science Direct,
https://www.sciencedirect.com/science/article/pii/S016641150862693X.
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