intro to psych II paper 1

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Julie Litif AC1709279 February 5, 2024 SO2 Intro to Psychology II Assignment 04

Part A It seems as if Bruce did not access his long-term memory while taking the sociology test on which he received a poor grade. To do good on an exam, your memories need to go through the stages of encoding, storage, and retrieval. To form a memory, and learn something, the brain has to go through chemical and structural alterations to make them stronger and solidify. Bruce accessed his working memory, or in other words, his short-term memory. The short-term memory, as the name implies, only works for short amounts of time. Bruce did not learn or retain anything by just reading the assigned chapters a few times. In order to learn the material, you have to experience it, which can be done by properly studying it. Memory does not act like a video camera. You cannot memorize what you have read word for word, you have to encode it, (Wade et al., 2017). I believe what Bruce was trying to do was something called maintenance rehearsal. Maintenance rehearsal is a great tool to use if you want to just repeat information- like a phone number until you get the chance to write it down. It keeps the information in working memory- you don’t retain it long-term though. Bruce would’ve seen better results on his test if he used elaborative rehearsal. This type of rehearsal is good to use for a lot of information as it combines new information with already stored information. When you elaborate on something, meaning you learn more details about it, the information becomes more memorable. To make your processing of something deeper, it may help to analyze the meaning of it completely. This is known as deep processing, and it helps to prolong the retention or storage of something you are trying to learn, (Wade et al., 2017). To retrieve information that you are taking on a test, you can do something called retrieval practice. The more practice someone has with the retrieval of information, the more confident they are, and the better their long-term memory works. One way to do this is to take short quizzes before the big test on material you have learned about. Repeated testing is more helpful than recurrent studying. This

is something that Bruce could have done. Bruce could have also developed mnemonics, a strategy or trick that can make the process of long-term memories possible. A mnemonic uses rhymes, formulas, acronyms, visual aids, and word associations. Another strategy that Bruce could’ve used is avoiding cramming. When studying is spaced out and properly distributed into a daily routine, you remember it better. What he could’ve done is schedule study times into a calendar throughout the weeks leading up to the test, (Wade et al., 2017). Part B Subconscious processes, or subconscious thinking, happen apart from conscious awareness, but, when necessary, they can become available to our conscious mind. They exist outside of awareness. If we completely depended on conscious processing, we couldn’t manage as much information or accomplish complicated tasks as much as we do. Subconscious processes can be complex or intricate, but they are automatic, meaning that we do them without thinking. When we first learned how to do these tasks, like driving a vehicle or typing, they demanded our conscious attention. This brought up the term “multitasking,” or doing more than one task at the same time. Psychologists do not agree with the term “multitasking,” and prefer to call it “task switching” instead. We as humans do not have unlimited cognitive capacity, we switch our attention between different tasks. An example of subconscious thinking would be our daily habits like washing our face or driving to and from work. When we first learned how to do these tasks, they required our undivided attention. Now though, we can do them without thinking. I know that for myself personally when I first started working at my current preschool, I had to pay attention to the roads when I was driving to work. I even had to use a GPS for several weeks! Now, however, I can get to and from work without thinking where the next turn is coming from, (Wade et al., 2017).

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Nonconscious thinking, or nonconscious processes, stay outside of our awareness, even when we are attempting to get them back. If somebody learns a new skill without being able to clarify how they perform it, they are experiencing a nonconscious process. Implicit learning is an example of this. Implicit learning and nonconscious processes are not the same thing, implicit learning is the result or the effect of nonconscious thinking. You can acquire knowledge or a set of skills without knowing how you did it or without being able to define what you have learned. An example of nonconscious thinking in my personal life is when I am in the shower and suddenly a thought pops into my head that solves a question I was trying to find the answer to earlier, (Wade et al., 2017). Mindlessness is obliviousness and is more common than we think it is. It is when we are doing something and have absolutely no thought at all. We are on autopilot, and just going through the motions of it. There have been times when I am at work and am on autopilot. I work with two-year-olds, and a lot of the work I do I don’t even notice sometimes, I don’t think about it, I just do it. There have been times when I am walking somewhere and cannot recollect anything that I just walked past or saw, (Wade et al., 2017).

References 1. Wade , C., Tavris, C., Sommers, S., & Shin, L. (2017). Psychology (13th ed.). Pearson Education. https://online.vitalsource.com/reader/books/9780135199824/epubcfi/6/2[%3Bvnd.vst.idref %3Dcover]!/4/2%4054:1

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