Encoding
Encoding is a very crucial cognitive process in which one gets information into their memory system. There are many ways one can encode information including acoustically, visually, and semantically.
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While encoding, it is important to understand the difference between automatic processing and effortful processing. While both are ways to encode information, they have very different outcomes. Automatic processing is also called unconscious encoding. It is done involuntarily without effort or intention. This is not a very effective form of processing. An example of this is knowing the place of information on the textbook page but not knowing what it says. Effortful processing requires attention and effort. This is the more commonly thought of when it comes to encoding. It is done by repeating and organizing information. It results in better encoding and easier recollection later.
Effortful processing is then split into two main types: maintenance rehearsal and elaborate rehearsal. Maintenance rehearsal is repeating information without trying to find meaning to it. Elaborate rehearsal is much more effective. This is when there is an effort made to organize the information and relate it to what is already known. The picture below shows different kinds of elaborate rehersal. if you can combine multple of these the encoding will be even better.
When trying to encode successfully some strategies to help are:
1.) Use Semantic Encoding: connect personal meaning to what you are trying to encode .Ex: you can remember the capital of Idaho if you have been there and remember what your trip was like.
2.) Use the Spacing Effect: distribute practice and studying rather than cramming. Study the information every day for 20 minutes instead of the day before the test for 2 hours.
3.) Minimize the serial position effect: tendency to remember the first and last things learned and forget what is learned in the middle. you can do this by using the spacing effect and by going over the middle things extra times.
4.) Use Self Reference Effect: enhanced semantic encoding because the information is personally relevant, much like semantic encoding. Ex: You might be able to remember a certain event in history if you had relatives who took part in it.
5.) Organize: information: use hierarchies (outlines) or graphic organizers (venn diagrams, tables, charts) so that information is organized in the mind
6.) Overlearn: rehearsal of information beyond the point of being learned (ex: athletes and muscle memory)
7.) Use Mnemonic Devices: memory tricks or techniques such as the peg word system, or first letter acronyms (roy g biv for the rainbow, never eat soggy waffles to remember North, East, South, and West)
1.) Use Semantic Encoding: connect personal meaning to what you are trying to encode .Ex: you can remember the capital of Idaho if you have been there and remember what your trip was like.
2.) Use the Spacing Effect: distribute practice and studying rather than cramming. Study the information every day for 20 minutes instead of the day before the test for 2 hours.
3.) Minimize the serial position effect: tendency to remember the first and last things learned and forget what is learned in the middle. you can do this by using the spacing effect and by going over the middle things extra times.
4.) Use Self Reference Effect: enhanced semantic encoding because the information is personally relevant, much like semantic encoding. Ex: You might be able to remember a certain event in history if you had relatives who took part in it.
5.) Organize: information: use hierarchies (outlines) or graphic organizers (venn diagrams, tables, charts) so that information is organized in the mind
6.) Overlearn: rehearsal of information beyond the point of being learned (ex: athletes and muscle memory)
7.) Use Mnemonic Devices: memory tricks or techniques such as the peg word system, or first letter acronyms (roy g biv for the rainbow, never eat soggy waffles to remember North, East, South, and West)
Encoding Failure:
If you havent encoded information, you wont be able to recall it later. Lack of encoding is a cause in memory failure. This may happen because the information doesnt seem important to encode. An example of this is with a penny. Without looking at the penny, can you remember wich way Abe Lincoln is facing? You have probably looked at a penny thousands of times but never encoded the information on which way Lincoln is facing. This just shows how lack of encoding causes memory failure
If you havent encoded information, you wont be able to recall it later. Lack of encoding is a cause in memory failure. This may happen because the information doesnt seem important to encode. An example of this is with a penny. Without looking at the penny, can you remember wich way Abe Lincoln is facing? You have probably looked at a penny thousands of times but never encoded the information on which way Lincoln is facing. This just shows how lack of encoding causes memory failure