PSY205 - WTL #7

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School

Syracuse University *

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Course

205

Subject

Psychology

Date

Apr 3, 2024

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pdf

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Uploaded by BailiffKangaroo7814

STEP 2: WRITE. ● We are currently learning about Behaviorism. This is an area of the class that requires problem-solving. For each of the three study techniques described in this chapter (see Table 6.1, p. 122), describe in detail one specific way you might use this technique to prepare for Exam #2: ● Interleaving - Interleaving is the strategic integration of diverse learning aspects in order to improve problem-solving abilities. This strategy will be very useful for my upcoming second exam, which will cover the notion of behaviorism. To demonstrate this method, I intend to combine definitions from other domains. For example, I will combine classical conditioning concepts like the conditioned stimulus and spontaneous recovery with operant conditioning and observational learning definitions. This method promises to provide me a more complete grasp of the subject. ● Self-explanation - Self-explanation, to me, is similar to understanding the secrets of human memory. To improve my knowledge, I routinely ask about the "why" and "how" of memory processes. One example of how I've used self-explanation is researching the complicated mechanics of short-term and long-term memory formation, and how elements like practice and meaningful connections impact knowledge retention. ● Studying worked examples - Analyzing worked examples proves valuable due to the intricate nature of problem-solving, allowing us to grasp the operational procedure by examining a completed task. I intend to look for practice problems and sample answers relevant to the test subject in order to use the psychology strategy of "studying worked examples" for my forthcoming exam. I want to develop a better grasp of problem-solving methods and improve my ability to use them successfully during the examination by examining these instances. ● As with many of the techniques described in this book, there is good evidence to support the efficacy of interleaving, self-explanation, and studying worked examples. But students often don’t use them! Briefly outline at least three challenges or barriers that prevent students from using the techniques described in this chapter. I can identify numerous obstacles that frequently hinder students, including myself, from efficiently adopting advanced study approaches like as interleaving, self-explanation, and examining working examples, as detailed in Chapters 6 and 7. First and foremost, due to the predominance of more traditional study techniques, many students may be unaware of these strategies or their demonstrated usefulness. This lack of understanding can be a substantial obstacle to their implementation. Furthermore, these tactics often need a greater initial investment of time and patience, which can be intimidating, especially when we're used to simpler, less cognitively taxing procedures.

Furthermore, in a college setting, time restrictions and the looming threat of procrastination might discourage students from implementing these tactics into their study habits. When we're juggling many classes and tasks, the apparent requirement for more time to learn these strategies might make them appear unfeasible. ● Take one of the challenges/barriers you describe in the previous question #2. Imagine you are trying to convince a fellow PSY205 student that this barrier should not prevent them from using these effective study strategies. What could you say to convince them? I would advise my peers to accept the challenge of the initial attempt and patience necessary for strategies such as self-explanation. Yes, it may be mentally difficult at first, but the rewards of greater comprehension and retention are well worth it. Overcoming this obstacle leads to more effective learning, which saves time and decreases stress over time. So, considering this test an investment in our academic achievement is beneficial to all of us. ● Chapter 7 discusses highlighting, rereading, summarizing, and imagery – four strategies that the authors previously note are only moderately effective. Do you tend to use any of these four strategies? Chapter 7 touches upon highlighting, rereading, summarizing, and imagery as study techniques, but it's worth noting that the authors mention these strategies are only moderately effective. Personally, I tend to rely more on active recall and spaced repetition when preparing for exams. ● What could you do differently than you have in the past to ensure that you are using one or more of these strategies most effectively? Specifically, when and how should you use them in studying for PSY205? I'll aim to improve my studying for this class by using highlighting more selectively, focusing on crucial points. I'll also incorporate visual aids and imagery to make abstract concepts more concrete and memorable. These changes should lead to a more effective study routine.

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