Memory refers to the mind’s ability to encode, store and retrieve information. It’s vital to experience, associated with the limbic system and plays a role in information retention over a period enhancing the influence of future action. Knowledge and memory help in understanding foundations in psychology (Ormrod, J. E., p. 282, 2012). Failure to remember encompasses forgetting doing something that should be done at a time in future. There exist some principles that enhance learning and memory. In this article, retrieval cue and specificity in encoding hypothesis is described (Bernstein, 2012).
To retrieve is to recall past information and is a powerful instrument in retention. Retrieval cues are stimuli stored with the data to be learned. They facilitate the recalling of data which is stored. A retrieval cue can have some categories where new facts are placed in, or be visual pictures or words associated with further information at the time of storage (Ormrod, J. E., p. 282, 2012). Types include recalling, recollecting which involves memory reconstructing, the recognition that provides for information identification after experience and relearning the previously learned information (Ormrod, J. E., p. 282, 2012). They may have previous knowledge used and activated as ‘hook’ for placing current expertise or be naturally experienced.
Consequently, specificity of encoding hypothesis has connections between recognition and recall process. The principle behind the prediction of encoding specificity offers a basis for understanding how conditions that were present during encoding of the information relates to memory and recall of the report. Recalling is effective when situation during encoding time is the same to condition during retrieval (Bernstein, 2012). The term could refer to the set during encoding of information, physical surrounding, and the individual’s physical or mental state during encoding.
An illustration is using stick notes and weekly calendar in remembering to finalize on assignments. “Only let us hold true to what we have attained” (Philippians 3:16). This verse means that God has blessed us with abilities to maintain anything we are ready to learn. Somethings seem to be hard sometime, but one has to have the willingness to work hard and don’t give up and know that with God everything becomes possible. God wants us to use our brains to make ourselves better. “But the Comforter, which is the Holy Ghost, whom the Father will send in my name, shall teach you all things, and bring all things to your remembrance, whatsoever I have said unto you” (John 14:26).
One could also use the string around the finger tied at a point challenging to oversee; this acts as a cue that something should be remembered” (Ormrod, 2012, p.282). Like tying the ring finger for one to remember turning up in board’s assignment discussions on Thursday.
In general, memory has extraordinary powers to obtain and retain information. Although we may tend to forget things at times, these things do not disappear; it is merely because they have not been retrieved. Hence the cues and encoding specificity facilitate in remembering things easily amongst other principles of memorization (Bernstein, 2012). Through recalling something repeatedly, memory improves, and this is called rehearsal.
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Bernstein, D. A. (2012). Psychology. Belmont, CA: Wadsworth, Cengage Learning.
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ORMROD, J. E. A. N. N. E. E. L. L. I. S. (2014). Educational psychology: developing learners. UPPER SADDLE RIVER: PEARSON. Bottom of Form
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King James Version Bible John 14:26
The Holy Bible Philippians 3:16, English Standard Version