Ok I go to college for those who don't know, heres the worry!

I have got a large 2000 word piece of coursework for Psychology ( ) I've got to rewrite by next Tuesday.

Ok I also have 2 large art folders to bring up to speed (v. behind in that to) this has to be in next Wednesday.

Ok so today is Wednesday yes. Tomorrow probably gonna have to do Psychology if I don't finish it tonight. Friday going out and about so no can do there. Saturday yeah probably can do it. Sunday... hmm maybe. Monday bank holiday but I'm working a six hour shift that'll kinda breakup my day predicting not much will be done here. Tuesday college, then straight after that work for 4 hours... hmm...

what fun!

Anyway realise thats none of youse concern but if I post this here when I sneek on here I may look at this and go oh yes I need to do such and such... ok...

Damn I'm stressed!



Your friend and mine,

Miss J Poos

2000 words isn't so much!

What is your topic?

The ins and outs of online personalities ?

You should do a case study of the Org!

2the9s said:

'Organisation in Memory'

A v. long and tedious study into nothing exciting. I wrote it already but I got it back with about 3 pages of comments about how kak it was! Hmm guess I shouldn't find that funny.

I know the subject I jus' can't whittle on about it like I could say bout pineapples

Help me master!

AlfofMelmak said:

You beat me to it, Alf!

like a procrastinator like yourself i can offer no advice of use. but dont do what i did last weekend and do the 2000 word assignment in 3 hours (with refs.)

2the9s said:

2the9s

A strong individual that represents what most people think yet are afraid to say. Likes to torment Lleena perhaps online flirtation who knows. Butt of many jokes for no obvious reason, humourous as master to the younger easily influenced JaneyPoos

JaneyPoos said:

Okay. Rise, fair Janey.

This is just off the top of my head but...

Memory is one of the most important concepts in learning; if things are not remembered, no learning can take place. Futhermore, memory has served as a battleground for opposing theories and paradigms of learning (e.g., Adams, 1967; Ashcraft, 1989; Bartlett, 1932; Klatzky, 1980; Loftus & Loftus, 1976; Tulving & Donaldson, 1972). Some of the major issues include recall versus recognition, the nature of forgetting (i.e., interference versus decay), the structure of memory, and intentional versus incidental learning.

According to the early behaviorist theories (e.g., Thorndike, Guthrie, Hull), remembering was a function of S-R pairings which acquired strength due to contiguity or reinforcement. Stimulus sampling theory explained many memory phenomenon on the basis of statistical outcomes. On the other hand, cognitive theories (e.g., Tolman) insisted that meaning (i.e., semantic factors) played an important role in remembering. In particular, Miller suggested that information was organized into "chunks" according to some commonality. The idea that memory is always an active reconstruction of existing knowledge was championed by Bruner and is found in the theories of Ausubel and Schank.

Some theories of memory have concerned themselves with the nature of the processing. Paivio suggests a dual coding scheme for verbal and visual information. Craik & Lockhart proposed that information can be processed to different levels of understanding. Rumelhart & Norman describe three modes of memory (accretion, structuring and tuning) to account for different kinds of learning.

Other theories have focused on the representation of information in memory. ACT assumes three types of structures: declarative, procedural, and working memory. Merrill proposes two forms: associative and algorithmic. On the other hand, Soar postulates that all information is stored in procedural form. Kintsch (1974) suggests that memory is propositional in nature and it is the relationship among propositions that gives rise to meaning.

Many theories of instruction do not make assumptions about the nature of memory but do specify how information should be organized for optimal learning. For example, Pask outlines the development of entailment structures and Reigeluth discusses elaboration networks.

Individual differences in memory abilities are discussed by Eysenck (1977) and Guilford and represent an important aspect of intelligence.

References:

Adam s, J. (1967). Human Memory. New York: McGraw-Hill.

Ashcraft, M. (1989). Human Memory and Cognition. Glenview, IL: Scott Foresman.

Bartlett, F.C. (1932). Remembering: An Experimental and Social Study. Cambridge: Cambridge University Press.

Eyse nck, M. (1977). Human Memory: Theory, Research and Individual Differences. Oxford: Pergamon Press.

Kintsch, W. (1974). The Representation of Meaning in Memory. Hillsdale, NJ: Erlbaum.

Klatzky, R.L. (1980). Human Memory: Structures and Processes (2 nd Edition). San Francisco: Freeman.

Loftus, G. & Loftus, E. (1976). Human Memory: The Processing of Information. Hillsdale, NJ: Erlbaum.

Tulving,E. & Donaldson, W. (1972). Organization of Memory. New York: Academic Press.

2the9s said:

As always

2the9s said:

You ol' charmer you!

Thank you master shall commence reading at GMT 1621 hours! (i.e. now)

JaneyPoos said:

Can't you get something along the lines of:
A lacking short term memory can really be....


A lacking short term memory can....



A lacking uhm

AlfofMelmak said:

AlfofMelmak said:

LMAO!

JaneyPoos said:

Ok incase you haven't guessed I jus' finished reading a sec ago... I can use some of this...

Thanks my dear!