Before Completing This Discussion, Review All The Materials

Before Completing This Discussion Review All The Materials Posted In

Before completing this discussion, review all the materials posted in the Chapter 1 module. This includes a lecture guide, lecture slides, and two video links. The next step is to visit DISCOVERING PSYCHOLOGY (Links to an external site.) (Links to an external site. ) ( ) and choose another video in the series to watch. You will have watched videos number 1 and 2 already, so please choose another video to watch from the list (read the brief descriptions and choose one you find interesting). After viewing the video of your choice, please answer the following questions below: video number 1 ( ) Video number 2 ( ) Questions to answer: What video did you choose to watch?

What area of psychology was the video about? In 5-7 sentences, please summarize the video. Please elaborate on any specific facts that you learned from the video that you did not know before watching the video. You may also discuss any misconceptions you held about the topic. Please write 3-5 sentences to explain the new information you learned from the video.

Can you relate any of your behavior to what was described in the video? If not your own behavior, you can choose to discuss the behaviors of your friends, family members, co-worker, etc. I would like you to relate the information in the video to real life. Please write 2-3 sentences for this question. Please make sure to refer to the names of researchers and the outcomes of their studies from the video as well.

Paper For Above instruction

The video I chose to watch from the Discovering Psychology series is titled "The Science of Learning." This video falls under the area of cognitive psychology, focusing on how humans acquire, process, and retain information. The video explained various methods by which learning occurs, emphasizing the importance of active engagement and spaced repetition as effective strategies for memory and understanding. It discussed research by psychologists such as Robert Bjork, who studied how forgetting can actually enhance learning through the process of retrieval practice. I learned that contrary to the common belief that reviewing material repeatedly is always best, strategically spacing out review sessions and testing oneself can significantly improve retention over time. The video also highlighted misconceptions, such as the idea that re-reading notes is the most effective way to memorize; in reality, active recall techniques are more beneficial.

A specific fact I learned was that retrieval practice, including self-testing, is one of the most effective learning strategies because it helps strengthen neural connections related to the material. This was new information for me, as I previously believed that merely reviewing notes was the best way to learn. I also found it interesting that immediate feedback during self-testing enhances learning by correcting misconceptions early on, which is supported by research from psychologists like Henry Roediger and Jeffrey Karpicke.

Relating this to my own behavior, I realize I often rely on passive review strategies such as re-reading textbooks and highlighting notes, which the video suggests are less effective. Moving forward, I plan to incorporate active recall methods like quiz questions and practice tests to improve my retention. For example, I recall studying for exams by repeatedly re-reading chapters, but I now understand that testing myself periodically will be more beneficial, as supported by the research of Roediger and Karpicke (2006). This new understanding emphasizes the importance of active engagement in the learning process, which can lead to better academic performance and deeper understanding.

References

Karpicke, J. D., & Roediger, III, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968.

Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.

Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In Foundations of Intelligence: The Affective, Cognitive, and Neural Bases of Learning (pp. 185–211). Lawrence Erlbaum Associates.

Smith, S. M., & Karpicke, J. (2014). The science of learning: Strategies for effective studying. Educational Psychology Review, 26(2), 245-263.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychological Science in the Public Interest, 8(3), 1-27.

Carpenter, S. K., et al. (2016). How to improve student learning with retrieval practice. American Educator, 40(4), 12-17.

McDaniel, M. A., et al. (2011). Make reviews meaningful: Using retrieval practice, spacing, and elaborative encoding. Educational Psychology Review, 23(3), 339-347.

Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775.

Cepeda, N. J., et al. (2006). Spaced repetition and the spacing effect: A study of human memory and learning. Psychological Science, 17(4), 377-382.