Elaborative Process and Memory Performance

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Table of Contents

Topic 1 of 2: Elaborative Processing
Topic 2 of 2: Flashbulb Memory
Topic 1 of 2: Semantics Network
Topic 2 of 2: Memory Complaints and Memory Performance
References

Elaborative process is an important subject in psychology. It involves reviewing new information and linking it to what already exists in the individual’s memory (Anderson, 2015). The process is significant in the study and retention of data. Another important topic in cognitive psychology is the concept of flashbulb memory. It is a situation where occurrences with emotional and mental impact remain clear in one’s memory. The two topics above are closely related to semantic networks and memory complaints and performance.

In this paper, the author will provide a detailed analysis of the four topics. In addition, the application of the concepts in the author’s learning process will be highlighted.

Topic 1 of 2: Elaborative Processing

Elaborative Processing

Overview

Anderson (2015) provides a working definition of elaborative processing. According to Anderson (2015), the concept describes a discerning process where information is keenly revised and linked to what is present in the long term memory. It encompasses linking two ideas in an attempt to give them meaning. Elaborative processing helps a person to remember new information by connecting it with something simpler that is already in their long-term memory (Cook, Limber & O’Brien, 2001). It leads to enhanced reminiscence. The reason is that it comprises of meaningful examination of, for instance, thoughts and images and their association to prior knowledge.

Learners can use the concept to contemplate on a given subject in a meaningful way. They interrogate and expand the presented ideas, a process that enhances memory (Cook et al., 2001). Studies have showed that elaborative processing among learners with a vast information base encourages incorporation of freshly assimilated information into the existing foundation. It provides a rational illustration of a learning item.

PQ4R study method and elaborative processing

PQ4R is a common reading technique. It was established by Thomas E.L and Robinson H.A in 1972. The acronym stands for preview, question, read, reflect, recite, and review. It helps students with reading difficulties to take an active attitude towards learning. Previewing involves getting an overall map of the material before reading starts (Anderson, 2015). On its part, questioning entails drafting queries about the material after reading the preview. The process creates learning goals.

Reading follows with the goal of answering the drafted questions. It involves noting of key words that will act as reminders of the answers. Reciting comes after reading. It involves reading the just answered questions silently or loudly to oneself or to a study group (Anderson, 2015). The next step is reflection. It entails relating fresh data to timeworn information, which may involve events in one’s life or people close to the individual. The final phase is reviewing. It involves revising the information repeatedly.

Application of Elaborative Processing

I use elaborative processing when studying. I find it to be an effective strategy due to its high level of information retention. In addition, comprehension of prior is made easier and fast (Anderson, 2015).

Topic 2 of 2: Flashbulb Memory

Analyzing Flashbulb Memory

Flashbulb memories are recollections that are vivid, detailed, precise, and concrete. They are memoirs of unexpected and shocking events that took place in the life of a person. Flashbulb memories are remembered with a clear recollection of the setting in which they happened (Toichi & Kamio, 2002). Unlike photographic memories, which are more permanent, the forgetting curve of flashbulb recollections is rarely affected by time (Winograd & Neisser, 2006). They are stored on a single juncture. However, they persist for a lifetime. The memories are special because they lead to emotional provocation at the time the event was recorded into the memory.

Reactions stimulated by flashbulb memories increase the capacity to remember the specifics of the occurrence. Recollection of such events is affected by their tendency to be recapped over time. The reason is that the happenings are usually important historical occurrences (Winograd & Neisser, 2006). The memories are not precise. However, they exhibit the emotional composition of an occurrence that can significantly augment the strength of the recalls made. An event that I can regard as a flashbulb memory in my life is the birth of my nephew. The reason is that my sister-in-law was visiting for the Christmas holidays and it was snowing heavily when she went into labor.

Events that Can Make Flashbulb Memories Memorable

As already indicated, the ‘memorability’ of flashbulb memory is closely related to the nature of the associated events. Such occurrences include those that lead to emotional arousal. They include the loss of loved ones, life threatening accidents, and birth. The confidence of those who remember the events makes them unique (Toichi & Kamio, 2002). It also enhances their ‘memorability’.

Studying Flashbulb Memories

An investigation was conducted on the flashbulb memories associated with the Loma Prieta earthquake (Anderson, 2015). The research established that people who constantly talked about their individual stories and matched them with those of other persons remembered the events better compared to those who had little to say about how they went through the ordeal. It was established that flashbulb memories are not accurate even there is no rehearsal. The reason is they depreciate with time (Berntsen & Thomsen, 2005).

Topic 1 of 2: Semantics Network

Semantic Networks and Memory

According to Anderson (2015), studies have found that categorization of items enhances recollection compared to rote memory. I believe this is true because categorizing items involves using previously acquired knowledge to classify the memories (Toichi & Kamio, 2002). During classification, recall and retrieval of information becomes easier. In contrast, rote memory involves repetition. In this case, the more the learner repeats the content, the more they are able to comprehend. The process makes the method weak. The reason is that it is based on words rather than ideas and association of mental concepts.

My Preferred Memory

In spite of the limitations associated with it, I prefer to use rote method when memorizing. I find it easier compared to categorization.

Topic 2 of 2: Memory Complaints and Memory Performance

Memory complaints refer to a situation where individuals realize that their recollections and discerning aptitudes are not as good as they used to be. Observed memory, on the other hand, involves recall and recognition of previously observed stimuli (Pearman, Hertzog & Gerstoff, 2014). The Berlin study conducted by Pearman et al. (2014) indicated that memory complaints are projected by neuroticism and depression. The researchers found that the concept was not associated with memory performance. Latent growth curves centered on time and age in the Berlin study indicated that the level of memory complaints did not change with time or age. In addition, there was no substantial connection between variations in memory complaint over time and age. However, an autoregressive latent variable curve highlighted a parallel effect of recall on memory complaint that governs initial complaints on the third event.

According to Pearman et al. (2014), variations in memory complaints among the aged is not an indication of concrete age-related changes in recollections. On the contrary, the shifts are affected by other variables. The facets include age-based typecasts, depression, neuroticism, and aging concerns.

References

Anderson, J. (2015). Cognitive psychology and its implications (8th ed.). New York: Worth Publishing.

Berntsen, D., & Thomsen, D. (2005). Personal memories for remote historical events: Accuracy and clarity of flashbulb memories related to World War II. Journal of Experimental Psychology General, 134(2), 242-257.

Cook, A., Limber, J., & O’Brien, E. (2001). Situation-based context and the availability of predictive inferences. Journal of Memory and Language, 44(2), 220-234.

Pearman, A., Hertzog, C., & Gerstoff, D. (2014). Little evidence for links between memory complaints and memory performance in very old age: Longitudinal analyses from the Berlin Aging Study. Psychology and Aging, 29(4), 828-842.

Toichi, M., & Kamio, Y. (2002). Long-term memory and levels-of-processing in autism. Neuropsychologia, 40(7), 964-969.

Winograd, E., & Neisser, U. (2006). Affect and accuracy in recall: Studies of ‘flashbulb’ memories. London: Cambridge University Press.

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