Assalamualaikum, Dear readers. do you remember our little cute hamster named Princess? yes? Alhamdulillah. But for those who did not remember, come! let's watch this video. Perhaps you can remember our Princess.
This is the video that Princess successfully finished the maze. She managed to run until the end of the maze. Don't you think Princess is clever?? hehe. Enjoy!
Sunday 19 May 2013
During: "Animal Training"
This was the video that Princess has not been trained well. She did not know what to do and where to go. Let's watch!! :D
Saturday 18 May 2013
Long-term memory: Retrieval Cues and Forgetting
Assalamualaikum. Dear reader, how's your day? we hope that you will be in healthy and good condition. Okay, let's move to our discussion. On 14th of May we learned about retrieval cues. Do you know what is retrieval cues? if you do not know, lets continue this reading. InsyaAllah you will get something beneficial today.
Retrieval Cues is an information that helps us to recall memories. Retrieval information from long-term memory are easy and automatic. Retrieval of information is also easier when someone engage his her thought processes similar to those they previously used when they storing the information. This is known as an encoding specificity.
There are several hints for us to find out the information.
Forgetting refer to the inability to retrieve previously stored information. There are forgetting curve in forgetting which means that more than half of the memory will loss that occurs within the first hours after learning. This has shown that if we did not do any rehearsal after we learned something, it is not possible that the information will lost some day.
Theories of forgetting. forgetting may occur because the right retrieval cue or prompt is not used, there is also interference from competing the materials, there is some underlying motivation not to remember and memory fades through discuss over time.
Causes of forgetting:
Retrieval Cues is an information that helps us to recall memories. Retrieval information from long-term memory are easy and automatic. Retrieval of information is also easier when someone engage his her thought processes similar to those they previously used when they storing the information. This is known as an encoding specificity.There are several hints for us to find out the information.
- Identify cues: Means that, the information that has been given was identical to the information that you were trying to retrieve.
- Associative cues: This cues are related to the word that you were searching for; as such they should direct you search for the relevant part of your long-term memory.
- Frame/organizational structured: This is a systematically guides the search of long-term memory.
- Contextual cues: Usually, people will used the context during the learning process to recall back the information
Forgetting refer to the inability to retrieve previously stored information. There are forgetting curve in forgetting which means that more than half of the memory will loss that occurs within the first hours after learning. This has shown that if we did not do any rehearsal after we learned something, it is not possible that the information will lost some day.
Theories of forgetting. forgetting may occur because the right retrieval cue or prompt is not used, there is also interference from competing the materials, there is some underlying motivation not to remember and memory fades through discuss over time.
Causes of forgetting:
- Retrieval failure cues
- Interference theory
- Proactive interference
- Motivated forgetting
- Preseudo forgetting
- Organic amnesia
Friday 17 May 2013
Working Memory
Assalamualaikum, on 7th May 2013, we have learned about cognitive factors affecting long-term memory storage.
First one is working memory:
As we have seen, long term memory storage is often more effective when new material is connected with existing knowledge. For learner to make a connection between a new piece of information and a piece of information they already have, they must be aware the connection of these two pieces of information. In another words, both pieces must be in working memory at the same time. Madam give a test on several sentences and we need to remember. At last madam give another sentences that have words likely in the first sentence. Most of us in the class confuse with the words and we thought it is the same sentences between first and second sentences we have seen, but it is two different sentence actually.
Second is prior knowledge or background knowledge:
PRIOR KNOWLEDGE can be explained as a combination of the learner's preexisting attitudes, experiences, and knowledge:
Attitudes
Experiences
Knowledge
Third is prior misconceptions:
When people engage in elaboration, they use what they already know about a topic to expaand on and presumably make better sense of new information. But what happens when people use inaccurate "knowledge" to elaborate? If people think that new information is clearly wrong within the context of what they currently believe about the world, they may ignore the information altogether. Alternatively, they may distort the information to be consistent with their "knowledge" and as a result learn something quite different from what they actually saw, heard, or read. In some instance, then, having misinformation is more detrimental than having no information about the topic.
Fourth one is expextations
We often form expectation about the things we will see and hear-expectations based on our existing knowledge and beliefs about how the world typically operates-and these ca influence how w encode and store new information in long term memory. In many cases we perceive and learn something more quickly when we have a good idea ahead of time about information we were going to receive, perhaps because relevant portions of long term memory have already been activated. Madam give us just a minute to read one paragraph and madam ask us what the paragraph talk about. If mature reading, they will just scan that paragraph quickly by using the expectation. Usually it is accurate and it is more effective rather than read it carefully. Madam also stressed on halo and horns effects. Madam give a symbolic to both term as angel and devil. Halo as a angel because it happen when we expect desirable behaviors from a person we like or admire, thus we would perceive that person in a positive way. While horns effect as a devil because we expect inappropriate behaviors from a person we dislike, and our perception of that person's behaviors are biased accordingly.
First one is working memory:
As we have seen, long term memory storage is often more effective when new material is connected with existing knowledge. For learner to make a connection between a new piece of information and a piece of information they already have, they must be aware the connection of these two pieces of information. In another words, both pieces must be in working memory at the same time. Madam give a test on several sentences and we need to remember. At last madam give another sentences that have words likely in the first sentence. Most of us in the class confuse with the words and we thought it is the same sentences between first and second sentences we have seen, but it is two different sentence actually.
Second is prior knowledge or background knowledge:
PRIOR KNOWLEDGE can be explained as a combination of the learner's preexisting attitudes, experiences, and knowledge:
Attitudes
- Beliefs about ourselves as learners/readers
- Awareness of our individual interests and strengths
- Motivation and our desire to read
Experiences
- Everyday activities that relate to reading
- Events in our lives that provide background understanding
- Family and community experiences that we bring to school with us
Knowledge
- Of the reading process itself
- Of content (literature, science, and math)
- Of topics (fables, photosynthesis, fractions)
- Of concepts (main idea, theory, numeration)
- Of different types of style and form (fiction and nonfiction)
- Of text structure (narrative or expository)
- Of the academic and personal goals
Third is prior misconceptions:
When people engage in elaboration, they use what they already know about a topic to expaand on and presumably make better sense of new information. But what happens when people use inaccurate "knowledge" to elaborate? If people think that new information is clearly wrong within the context of what they currently believe about the world, they may ignore the information altogether. Alternatively, they may distort the information to be consistent with their "knowledge" and as a result learn something quite different from what they actually saw, heard, or read. In some instance, then, having misinformation is more detrimental than having no information about the topic.
Fourth one is expextations
We often form expectation about the things we will see and hear-expectations based on our existing knowledge and beliefs about how the world typically operates-and these ca influence how w encode and store new information in long term memory. In many cases we perceive and learn something more quickly when we have a good idea ahead of time about information we were going to receive, perhaps because relevant portions of long term memory have already been activated. Madam give us just a minute to read one paragraph and madam ask us what the paragraph talk about. If mature reading, they will just scan that paragraph quickly by using the expectation. Usually it is accurate and it is more effective rather than read it carefully. Madam also stressed on halo and horns effects. Madam give a symbolic to both term as angel and devil. Halo as a angel because it happen when we expect desirable behaviors from a person we like or admire, thus we would perceive that person in a positive way. While horns effect as a devil because we expect inappropriate behaviors from a person we dislike, and our perception of that person's behaviors are biased accordingly.
Thursday 16 May 2013
Princess in the house
Dear reader, here is our animal training project. Sorry for not uploading the video. We have trained a hamster for this project and insyaAllah will be update soon. But before that, introducing our little cute hamster named Princess. Princess is from Roborovski hamster type. Basically, it was a female. Feeding Princess (Roborovski) was no different from feeding any other kind of hamster. Princess was very happy playing on the maze. Look at her face..very cute!
Let's get know Princess more ;)
Let's get know Princess more ;)
Yeah, we did it!
Assalamualaikum
and I hope all of you, our faithful readers (: P) in the pink of health. Before
that, I am so sorry for the delay of update.
On
2nd of May 2013, there was not so much to share upon the reflection
because on that day we were just doing some activity in class. That activity
was related to what we had learned in the previous class chapter which was long
term memory. This activity also known as Old McDonald. Instead of picture, Madam changes it to the
words.
Then,
Madam asks us to sits in the group and at first, we played with our group
member. Then, we need to reflect the strategies that we had used with the
principles of memory. Later, each group needs a representative to compete and
in the semi finals consists of 4 groups each sided and the winner from that
will met at final round.
As
for my group, we decided to send our groups leader (Taufieq) as a
representative. Fortunately, he managed to win on the semi finals and also on
the final round. Let’s give a round of applause to him. Congratulations. We had so much fun. Thank
you so much Madam Lihanna for make the day. Here, I will attach some pictures.
 |
| Final round between rep. from Set and Smarties :) |
 |
| There you go! Our hero :) |
In
the end of class session, we had submitted our da’wah project. Everything goes
smoothly as planned. So yeah, we did it. Finally, I think that’s all from me. I
hope you will enjoy reading this post.
May Allah grant His blessing to all of
us. Salam.
Long term memory
On 30th of April, we have learned Long term memory. Long-term memory is the constructed and analyzed data which contributes to the longer storage.
It is said that long term memory has unlimited capacity.
Forms of
storage
Implicit
knowledge: Information that acquired through skills and habits. For example are
riding bicycle and tying shoes. These type of information is hard to be explained
but once it is acquired we just know how to do it.
In
class, we do some activities regarding this topic. One of the activities is to
remember then determine whether the statement shown is a new or old
information. Most of us get it wrong because get confused with too many
statement.
Wednesday 8 May 2013
Memory
On 23rd and 25th of April, Madam Lihanna had thought us about memory. the details of Short Term Memory.
So what is Short term memory?
Short-term memory, also known as primary or active memory, is the information we are currently aware of or thinking about. In Freudian psychology, this memory would be referred to as the conscious mind. The information found in short term memory comes from paying attention to sensory memories.
What is the duration of the STM?
Most of the information kept in short-term memory will be stored for approximately 20 to 30 seconds, but it can be just seconds if rehearsal or active maintenance of the information is prevented.
The capacity of the STM
The amount of information that can be stored in short-term memory can vary. An often cited figure is plus or minus seven items, based on the results of a famous experiment on short-term memory. Psychologist George Miller suggested that people can store between five and nine items in short-term memory. More recent research suggests that people are capable of storing approximately four chunks or pieces of information in short-term memory.
We've had also do some exercises in class to test our short term memory. It was fun and it really help us understand what have head been discussed in the class.
Salam.
So what is Short term memory?
Short-term memory, also known as primary or active memory, is the information we are currently aware of or thinking about. In Freudian psychology, this memory would be referred to as the conscious mind. The information found in short term memory comes from paying attention to sensory memories.
What is the duration of the STM?
Most of the information kept in short-term memory will be stored for approximately 20 to 30 seconds, but it can be just seconds if rehearsal or active maintenance of the information is prevented.
The capacity of the STM
The amount of information that can be stored in short-term memory can vary. An often cited figure is plus or minus seven items, based on the results of a famous experiment on short-term memory. Psychologist George Miller suggested that people can store between five and nine items in short-term memory. More recent research suggests that people are capable of storing approximately four chunks or pieces of information in short-term memory.
We've had also do some exercises in class to test our short term memory. It was fun and it really help us understand what have head been discussed in the class.
Salam.
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