Running head: WRITING ASSIGNMENT 1

Writing Assignment #1
Timothy Jason Burton
Ivy Tech Community College
Psychology 101
Lindsey Beaulieu
November 9, 2014

Running head: WRITING ASSIGNMENT 1

Section One
Psychologist define memory as the retention of information or experience over time
(King, 202). Memory is defined as occurring through vital processes: storage, retrieval, and
encoding. All three of these processes are greatly important in memorization.
Memory encoding is the first step of the memory processes. In this process, information
gets into memory storage. There are particular factors that play into the effectiveness of memory
encoding. The level attention is the primary factor for this process of memory. Divided attention
involves concentrating on more than one activity at a time. This type of attention may not be as
successful as a person who uses sustained attention. Sustained attention is the ability to maintain
attention to a selected stimulus for a prolonged period of time. Along with the type of attention
level a person shows, elaboration also has an effect of the memory encoding process. Elaboration
is basically the connections one makes to the attentive target.
Memory storage is the retention of information over time and how this information is
represented in memory (King, 207). This is the second process in the memory process. There are
three types of memory storage; sensory memory, short-term memory, and long-term memory.
Sensory memory is remembering information for the short time that the person is exposed to that
particular information. Short-term memory is remembering information for a brief period, unless
making a strategy for a more retaining approach. Long-term memory is gathering information
and retaining that information for an extended, sometimes permanent time.
Memory retrieval is the process that occurs when information that was retained in
memory comes out of storage (King, 220). There are two different retrieval cues that make this
process smoother. Recall is a memory task in which a person retrieves previously learned

Running head: WRITING ASSIGNMENT 1

information. Recognition is a memory task in which an individual doesnt necessarily have to

recall information, but rather identify learned items. Both of these are common when considering
test taking processes. A factor that plays into this process is encoding specificity principle, which
states that information that is occurring at the time of encoding, or is relevant to the encoding
process, appears to be an effective retrieval cue.
Like all else, the human mind has its imperfections. The human memory process can
regress to a state in which a person can begin to forget things. Disorders associated with memory
processes such as amnesia, the loss of memory, have become common in todays world.
Encoding failures as well as retrieval failures both play into the memory loss process. The
memory process can never be perfect.

Running head: WRITING ASSIGNMENT 1

Section Two
The authoritative web site http://www.fullerton.edu covers study skills and memorization
of class material by breaking the process down into a simple thirteen step process. This thirteen
step process is put into use by the students of California State University of Fullerton, CA. The
fact that this is a collegiate based program of processes makes this a great tool for studying for
exams.
The thirteen step process is broken down into a simple step by step layout. The steps are
as followed: Step One- Use behavior modification on yourself, study the same subject at the
same time in the same place each day. Getting into a study routine and rhythm helps in the
memorization process. Step Two- Don't spend more than an hour at a time on one subject. Many
psychologist believe that a long overextended amount of time studying is actually ineffective.
Step 3- Keep alert while you're studying. Dont let outside factors play into your attention to
study detail. Make your study setting a non-distracting environment. Step Four-Study similar
subjects at different times. This step means stay away from same type course work back to back.
Subjects like algebra and geometry shouldnt be studied back to back to avoid confusion. Step
Five- Avoid studying during your sleepy times. This step is simple, dont study when too tired to
concentrate. Step Six- Study at the most productive time for each type of course. If it's a lecture
course, do your studying soon after class, if it's a course in which students are called on to recite
or answer questions, study before class. Step Seven- Learn the note-taking system the experts
recommend. This step is disagreeable. Students should take notes in whatever manner they can
comprehend the material the most effectively. Step Eight- Memorize actively, not passively.
Basically dont sit there and reread the same things over and over again. Find various ways to
intake the material. Step Nine- Read with a purpose. This step states that reading the

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assignments, quiz questions and review topics before reading the required material will result ni
more information retention. Step Ten- Devise a color and sign system for marking your personal
books. Using tactics such as different colors for highlighting topics in readings can help with
recovering information later on. Step Eleven- Clue your lecture notes. Always write down or side
note important topics that teachers bring to attention. Step Twelve- Keep your themes to the
point, dont ramble on when not needed. Step Thirteen- Pre-read class information. Knowing
what will be covered in class beforehand will result in less confusing information retention.
The book gives organization tips that this process did not. Tips such as rereading course
notes routinely to check for potential errors were not mentioned in CSUFs step process. This tip
by the book is a good tip in preparing throughout the course.
The two processes also have similar points such as staying completely focused,
elaborating on correct points, and organizing material in a memorable fashion. Both processes
could be effective to follow in studying for any sort of class related exam.

Running head: WRITING ASSIGNMENT 1

Section Three
Leading up to an exam, a combination between both the online step process and the book
process could be effective. Combining particular steps, while ridding of others that seem
irrelevant can create the perfect study method for an exam.
To develop an effective study plan for the upcoming exam, a combination of the online
step process along with tips from the book, an effective study outline will be created. Step one is
the first step for an effective study plan. Creating a study schedule can greatly help with
preparing for the exam. Following step two of not studying for more than an hour at a time will
allow a relaxed and not overtime consuming study regimen. Step three of keeping alert while
studying may be the most important step in the studying process. Turning away all outside
influences to create an effective study process is the primary objective. Step five states that a
student should not study while tired. This is self-explanatory and goes along with step one of
creating a study schedule. Step eight of finding various ways to absorb the information is perfect
for an exam over course book information. Finding ways other than rigorous unending reading
will result in a better understanding of the material. Step nine of reading review questions before
reading over the chapter allows for a better understanding of content leading up to an exam.
Using a color system to outline course content as stated by step ten is the perfect way to isolate
important information throughout the readings. Along with those steps from the online process,
the book tips such as organizing material in a memory committing fashion will be incorporated.
Another tip from the book being incorporated is using imagery. Finding images to help
remember difficult content allows this study method to double encode the material.
The combination created from both of these well-organized study references will create
an effective method of studying for the upcoming exam. Success begins with an organized plan.

Running head: WRITING ASSIGNMENT 1

Works Cited
Kesselman-Turkel, J. (2003, January 1). 13 STEPS TO BETTER STUDY SKILLS. Retrieved
November 7, 2014, from http://www.fullerton.edu/DSS/new_handbook/sec7/steps.htm
King, L. (2013). Memory. In Experience Psychology (2nd ed., pp. 201-238). New York, NY:
McGraw Hill.