Introduction to the memory process

 Memorising is a complex process involving several memory systems and specific brain mechanisms.

When memories are not what they seem..(février 25)

2 experiments by Elisabeth Loftus

Loftus and Pickrel demonstrated the effectiveness of suggestion in ‘implanting’ false childhood memories.
The paradigmatic experiment, ‘Lost in a shopping centre’, consisted of presenting subjects with a summary of four childhood stories, reconstructed with the help of their families. Three of the stories were true, and the fourth was invented from scratch and therefore false. They are told that they got lost in a shopping centre while shopping with their mother, that they were taken in by an old lady, that they were brought back to their parents and that everything turned out well. Then, over the course of several interviews, they were asked to recall as many details of the event as possible. 25% of the subjects reconstructed a fictional memory of the incident, firmly believed in it and added a host of sensory and emotional details to their account (I remember that the lady who took me in had her white hair done up in a bun, she wore glasses, she had a black dress, I was distraught and she consoled me, etc.).
Loftus was told that such events could still have happened and that these memories could be true. Loftus repeated the experiment by implanting impossible memories, such as meeting Bugs Bunny at Disneyland, even though he is a Warner Bros. character. Over 60% of adult test subjects who went to Disneyland remembered shaking hands with Bugs Bunny, 50% remembered hugging him, 69% remembered touching his ear, and only one remembered seeing him holding a carrot.
Car accidents: Loftus conducted an experiment on car accidents. This experiment showed how the choice of words used to describe an event can influence the perception of witnesses and alter their memories. In this experiment, subjects were asked: ‘How fast was the car when it...’ using different verbs (made contact, hit, collided, crashed). The results showed that the stronger the verb used, the higher the speed estimated by the witnesses. This experiment shows that a subject's testimony changes as a function of post-event information







The chunking

 Chunking is a cognitive strategy that plays a key role in learning and memory. Chunking is described as the mental ability to group pieces of information into meaningful units, called ‘PIECES’ (Information Packets, or Compact Encoded Sets). This approach makes it easier to manage the complexity of information and to store and retrieve it.

Here are the main aspects of chunking:

 

  • Definition: ‘Chunking’ is a process that enables us to link together pieces of information through our senses. Instead of perceiving elements in isolation, chunking allows them to be organised into logical groups, making it easier for the working memory to process them.
  • Visual analogy: An analogy can be made with jigsaw puzzle pieces to illustrate chunking. When introduced to a new concept, it can seem like looking at a handful of unrelated jigsaw pieces. Chunking is the ability to link these pieces together to form a coherent picture.
  • Compressing information: A PIECE compresses information, making it more compact and easier to handle. As we master encoding, the ‘PIECES’ we create become larger and larger, making it possible to process ever greater quantities of information.
  • Improved memory: By organising information into ‘PIECES’, chunking makes it easier to remember. This frees up space in the working memory, which has a limited capacity, and allows information to be processed more efficiently.
  • Creativity and problem-solving: Chunking is also linked to creativity and problem-solving. By consolidating information, the brain is better able to make links and find new solutions.
  • Skills transfer: ‘PIECES’ created in one field can be transferred to other fields. For example, concepts and problem-solving methods learned in physics can be useful in the business world. Similarly, learning languages can be beneficial for learning programming.
  • Automation and ‘zombie mode’ (dixit Barbara Oakley ): Chunking is linked to habit formation. Once information has been chunked, it can be processed more easily, freeing up cognitive resources for other tasks. This process is described as going into ‘zombie mode’, where certain actions become automatic. Habits are an energy-saving mechanism.
  • Learning and exams: Sources indicate that chunking can help you do better in exams. By organising information into ‘PIECES’, it is easier to memorise and retrieve during exams.

 

In short, chunking is an essential cognitive process for learning, memorising, creativity and problem solving. It helps to group pieces of information into meaningful units, making them easier to process in working memory and store in long-term memory. Chunking is a cognitive strategy that can be developed to improve learning efficiency and cognitive performance.