Verbal Learning Paper (Psychology) - The Concept and Conclusion

Verbal Learning

Introduction

Psychological research in the area of verbal learning has its historical antecedents in the 19th Century work of Herman Ebbinghaus, a German psychologist who used himself as a subject when attempting to determine the relationship between learning and memory. Ebbinghaus and other early researchers emphasized the behavioral aspects of verbal learning through studies which analyzed the significance of independent variables such as repetition when learning lists of words while more modern recent research into verbal learning has taken a decidedly cognitive approach (Terry). The study of verbal learning can be divided into three distinct areas: serial learning, paired-associate learning, and free-recall; each of these approaches attempts to determine how the organization of information impacts upon the learner's ability to remember and reproduce information over the short and long term. No single approach to verbal learning is superior to another; instead, the most effective learning processes are dependent on the learning context and a learner's own unique learning abilities and strategies. The awareness that the acquisition of verbal learning skills varies from individual to individual has heavily influenced recent trends in both educational psychology and teacher education, as both researchers and educators strive to develop optimal techniques to improve the verbal learning skills of their students (Pashler). A similar approach has been taken in the study of mnemonics as a tool for improved recall of verbal stimuli. Techniques such as acronyms and narrative chaining have been found to improve the ability of learners to encode and retrieve information, although this method can be more complex and time-consuming than other verbal learning strategies.

Conclusion

The techniques associated with developing verbal learning skills have major implications not only for traditional classroom environments, but also for the ways in which individuals complete everyday tasks and interact with one another. For example, serial learning, paired associate learning, and free recall are the basis for everything from learning the alphabet to remembering the names of the people that we meet on both a regular and infrequent basis (Terry). Similarly, mnemonic devices which are used in association with visual stimuli present important educational and real-world opportunities to improve our ability to encode and retrieve information. Learners can utilize mnemonic techniques in a variety of ways, such as using the method of loci to remember facts, concepts, and even basic directions. Recent research in the area of visual learning suggests that our ability to learn and remember everything from simple word lists to complex sets of instructions are affected not only by the ways in which we learn, but also by the context in which learning occurs. Thus, our memory and ability to apply our knowledge is most effective when the context in which the information was learned matches the context in which the learner is trying to retrieve it (Robinson & Rowling). Clearly, the work first begun by Herman Ebbinghaus has resulted in a greater understanding of the ways in which behavioral and cognitive elements can affect the visual learning process, leading to a range of practical learning strategies aimed at assisting learners in acquiring and retrieving information over the short and long term. This area of psychological study is incredibly relevant, not only for its value in an academic environment, but also for the insight which it offers regarding our ability to perform everyday commonplace tasks in a variety of scenarios and environments.

References

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3): 105-119.

Robinson, S.J. & Rollings, L.J.L. The effect of mood-context on visual recognition and recall memory. The Journal of General Psychology, 138(1): 66-79. doi:

Terry, W.S. Learning and memory: Basic principles, processes, and procedures (4th ed.). Boston: Pearson/Allyn & Bacon.