Generate and Test
In chapter seven we discussed the process of encoding and retrieving information from long-term memory (LTM). Encoding, which is the process of getting information and transferring it into long-term memory (LTM), is how we categorize information as we store it into long-term memory (LTM). Retrieving is the process of getting information out of LTM into our working memory (Goldstein, E. 2011). There are many different ways we can encode information into our memory in order to successfully retrieve information. Most importantly, however, is how this process can help us study more effectively.
As we learned the different ways we can encode into our LTM and retrieve information from our LTM, we have also learned principles that that we can use to increase the effectiveness of our studying. (Goldstein, E. 2011) These principles include: elaboration, generating and testing, organization, taking breaks, match learning, testing conditions, and avoiding “illusion of learning”.
I found “generate and test” the most helpful for skill learning. Generate and Test is the process of creating a situation in which it is necessary to take an active role in creating material (Goldstein, E. 2011), as “it is a powerful way to create strong coding and good long-term retrieval (Goldstein, E. 2011).” From personal experience I have seen or noticed how this process does definitely help with learning. During many times in classroom training, which involved training students on applicable skills to use in the field, the course was taught by nonstop PowerPoint presentations only. It became noticeable that when it came time to put the material learned into effect, students failed to execute correctly or at all. Students performed extremely well on field exercises when training incorporated actual hands-on exercises, group scenarios, and tests. I was very surprised how much easier it was to apply what we had learned. I realize now, from what we learned in this chapter, that the hands-on training and group scenario exercises had helped encode the information which made it easier to retrieve; especially as we were put into the same environment where we had practice for the test.
References:
Goldstein, E. (2011). Cognitive psychology: Connecting mind, research, and everyday experience (3rd ed.), pp 173, 181, 188, 198. Australia: Wadsworth Cengage Learning.
This was a great subject to revisit for your blog post. Since exams are a commonality to the college career of a student, it is helpful to learn which style or combination of styles works best for you. Similar to the testing style your post mentions, I also benefit from the “generate and test” technique; however, my learning curve also pools information from other resources, so it’s a bit of a twist Goldstein’s suggestion. After learning the material and taking details notes, I usually highlight areas that have jumped out as important concepts, ideas, etc. to test myself on (along with questions the book offers) and then view the companion website of the textbook to see if they offer any supplemental material such as: testing tools, notes, games, or the like to students, to aid in the testing aspect. Integrating both methods has really helped me to learn the material and I have actually began to retrieve the answers easier than before I started the process. I am extremely happy that I found a style that works for me and it looks like same skill has worked very well for you also!