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Verbal learning is one of the methods used in learning acquisition and identified with memorization of lists of words in effort of describing the basic concept of learning. Ziessler (2001) in his research assessed that, Herman Ebbinghaus began the work on verbal learning and his procedures involved memorizing and serial learning. His attempt was to measure the number of trials that were required in relearning the list perfectly. Ebbinghaus contributions included the basic verbal learning methods in learning acquisition. These methods include.
Serial learning, which is one of the methods used in teaching the subject and items list that, is based on how they appear in the list. Examples are alphabet learning by children, arithmetical formulas by college students, poetry by scholars and numerical codes such as ATM number. The effectiveness of this learning method is measured by the speed in which the list is recalled. However, there are factors that affect serial learning.
According to Scott (2009), one of the factors that affect serial learning is the serial position on each item within the list. For instance, memory is better for beginning and the ending points of the item than in the middle terms. This implies that, if the first item name is boy and the last name is cat, there is likelihood of remembering these items. On the other hand, an exception of a different item from the list is most remembered better regardless of its serial position. In addition, the second factor that affects serial learning is practice effect. It is born in mind that, practice improves retention that allows the learner to get the concept gradually.
The second method of verbal learning is paired associate (PA) learning. This is a vital component in learning vocabulary in new language that involves learning two items paired as stimuli for instance, boat-chair. Ziessler (2001) argued that, when items are paired, its presentation of different word evokes each other. For instance, in the above example, chair should response the stimulus word boat. Additionally, Estea & Straughan (1954), founded that students who studied more difficult French stimulus to English response pairing remember better when tested later thus showing its effectiveness. However, the main disadvantage of PA learning tasks is that, some types of verbal tests may appear artificial to the learner and it requires practice to ensure its accuracy.
Free recall is the third method used in verbal learning. The method is characterized by a list of items and subjects and the attempt to recall words in a suitable structure way. Although it is different from serial learning, it will show similar effect of serial position. In addition, it is influenced by several factors. For instance, the more the subject is rehearsed, the greater chances of recalling the item. Additionally, It effectiveness improves when materials are organized.
In addition to free recall, Richard &Walter (1977) argues that, some laboratory test were done by Ebbinghaus in showing the existence of memory that could be recalled. Ebbinghaus’s analyzed that, available memory is the one that is present in memory store of brain while accessible memories is the memory that is recalled or retrieved. This illustrated why an individual can know the name of the item but cannot recall at that given time. Research has shown that, if one wants to obtain valid representation of memory skills, different test should be used in tapping the memory capability (Richard &Walter, 1977).
Ziessler (2001) argues that, mnemonic devices are various strategies used to aid the encoding and retrieval information that include using the first letters to form acronym for the item to be recalled. Narrative story are most associated with mnemonic devices that involve narrating a story that contain the items to be remembered.
References
Ziessler,M. (2001). Learning of Event Sequences Is Based on Response-Effect Learning: Further Evidence From a Serial Reaction Task. Journal of experiment psychology: learning, memory, and cognition, 27( 3) 595-613
Estea, W.K.,& Straughan, J.H. (1954). Analysis of a verbal conditioning situation in terms of statistical learning theory. Psycerticles article, 47(4).doi: 10.1037/h0060989
Richard, M.S.,&Walter. S. (1977). Controlled and automic human information processing: 11. Perceptual learning, automatic attending and a general theory. The Psycerticles article, 84 (2). doi: 10.1037/0033-295X.84.2.127
Scott, T. W. (2009). Learning & Memory: Basic Principles, Processes, and Procedures. London: Allyn & Bacon Publisher.
Ziessler,M. (2001). Learning of Event Sequences Is Based on Response-Effect Learning: Further Evidence From a Serial Reaction Task. Journal of experiment psychology: learning, memory, and cognition
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