Shenk defines a mnemonist as “memory expert … able to recall
prodigious amounts of new and disconnected information” (53). In Ericcson’s and
Chase’s study, they “attempted to create a mnemonist from scratch” (53). While
S. F. (their human test subject) was able to memorize long strings of numbers
very efficiently, he was unable to memorize long strings of letters. Yet
Ericcson and Chase concluded that “With an appropriate mnemonic system and
retrieval structure, there is seemingly no limit to improvement in memory skill
with practice” (56). What was S.F.’s method for memorizing strings of numbers,
and why was he unable to memorize long strings of letters in the same manner?
How could S.F. have adapted his method for memorizing long strings of numbers
in order to memorize long strings of letters? Given S.F.’s memory limitations
at the end of Ericcson’s and Chase’s study, would it be accurate to call S.F. a
mnemonist and why? Be sure to include analysis of the experiment itself and
relate S.F.’s learning of letters back to the learning discussed in Campbell
Section 51.2 (p. 1125).
(Brandon Axe brandona0701@aol.com)
(Brandon Axe brandona0701@aol.com)
In Ericcson and Chases’s memory experiment, they subjected a test subject by the initial of S.F. to recall a series of numbers. As their experiment progressed, the number of numbers they made S.F. recall increased. Interestingly, S.F. was able to increasingly recall more numbers.
ReplyDeleteS.F.’s method of memorizing a string of numbers was to associate the numbers in groupings of four as a time in a race such as “converting the numbers 5-2-3-4 into five minutes and twenty-three point four seconds” (55). According to Ericcson’s and Chase’s report, S.F utilized a “single association with an already-existing code in long-term memory” (55). In other words, because S.F. was a runner and already had long-memory that was adapted to memorize his times in races, by converting the string of numbers into race times, S.F. was able to partially relieve burden on his short term which allowed him to memorize more information. S.F.’s method of memorization is comparable to the cognitive maps described in Chaper 51 of Campbell of Clark’s nutcrackers. The Clark’s nutcrackers created a cognitive map that associated their seed cache with relative landmarks. Similarly, S.F. somewhat created a cognitive map by associating numbers as times in a race. In relation to our biology themes, S.F. extraordinary ability relates to the theme of evolution. S.F. demonstrates that even within populations, subtle mutations may be occurring that allow individuals evolve to have subtle selective advantages that allow them to survive and reproduce. In S.F.’s case, his selective advantage is being able to memorize extremely long strings of numbers.
S.F. was unable to memorize letters because the letters could not be utilized with his method of memorization. Unlike numbers, the letters could not be associated with a time in a race. However, there are many ways S.F. could adapt to memorize the letters. One way would be to convert the letters to the number value of the letter in the alphabet and then utilize S.F.’s existing method of memorizing numbers. Another method would be the peg system. In the peg system, using pre-memorized number-word associations such as 1-run and 2-who, letters could be then associated with run, who, etc. (http://www.regent.edu/admin/stusrv/student_dev/docs/Downloads/Academic%20Excellence/Memory%20and%20Study%20Skills/Memory%20and%20Study%20Skills_index.pdf)
Although S.F. had memory limitations near the end of the study, it would be accurate to call S.F. a mnemonist. According to Princeton psychologist George A. Miller, the average number of items that can stored in the human memory is about 7 ± 2. (http://psycnet.apa.org/journals/rev/63/2/81/) Given that S.F. was able to recall over 80 digits shows that he truly is a mnemonist with an extraordinary memory.
-Edward Wu (edwardwu0@gmail.com)
Mnemonic devices are commonly used across the world and especially in schools and science competitions. The key feature or mnemonic devices is that they are specific to the mind of the memorizer. For example, S.F. the student in Ericcson and Chase's experiment was a competitive runner. Therefore, he decided to "picture an unconnected string of three or four digits as one single race time" that a runner might receive during an average race. This then made it easier for S.F. to memorize because that was something specifically related to him. Another example would be for a professional singer or someone who enjoys singing to translate a set of letters or numbers into a cohesive song. One specific individual, Dominic O'Brien, he decided to use the method of “each card... assigned a "character" so that when he sees the queen of diamonds, for example, he might imagine the Queen, covered head to foot in diamonds" (http://proquest.umi.com/pqdweb?index=4&did=59798523&SrchMode=2&sid=15&Fmt=4&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1334119473&clientId=15232). This method worked for him because he preferred to imagine these characters in a scene and this allowed him to memorize the order of cards in a deck of cards in "38.29" seconds. Mnemonic devices cannot be perfected because they are specifically related to the individual creating the device. Some individuals prefer to create silly ideas in order to express the term or to relate it to a person in their life and make a character out of it. Everyone is a mnemonist when they decide to make a device of memory out of a specific task to be memorized. Thus, S.F. like all students and people, is a mnemonist.
ReplyDeleteMnemonic devices specifically relate to associative learning. A mnemonic device is "the association of one environmental feature with another" (Campbell 1127). Associative learning is a very common way of many animals to understand their environment and react to it. For S.F., associative learning is the associating of his life with the order of the terms
Page number of Shenk (55)
DeleteRevise:
ReplyDeleteMnemonic devices are commonly used across the world and especially in schools and science competitions. The key feature or mnemonic devices is that they are specific to the mind of the memorizer. For example, S.F. the student in Ericcson and Chase's experiment was a competitive runner. Therefore, he decided to "picture an unconnected string of three or four digits as one single race time" (55) that a runner might receive during an average race. This then made it easier for S.F. to memorize because that was something specifically related to him. Another example would be for a professional singer or someone who enjoys singing to translate a set of letters or numbers into a cohesive song. These are just two examples of a vast and infinite number of mnemonic devices that can be created to remember a myriad of things. One extraordinary individual, Dominic O'Brien, had an interesting mnemonic device. Dominic O’Brien is the seven-time World Memory Champion and has been praised for his seemingly “incredible” memory. He simply uses a special mnemonic device wherein “each card is assigned a "character" so that when he sees the queen of diamonds, for example, he might imagine the Queen, covered head to foot in diamonds" (http://proquest.umi.com/pqdweb?index=4&did=59798523&SrchMode=2&sid=15&Fmt=4&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1334119473&clientId=15232). This method worked for him because he preferred to imagine these characters in a scene. This device allowed him to memorize the order of cards in a deck of cards in "38.29" seconds. O’Brien is not a man born with incredible talents, rather he created a great mnemonic device that works for him. Mnemonic devices as a whole concept cannot be perfected because they are specifically related to the individual creating the device. Some individuals prefer to create silly ideas in order to express the term or to relate it to a person in their life and make a character out of it. Everyone is a mnemonist when they decide to make a device of memory out of a specific task to be memorized. Thus, S.F. when he used race times is like all students and people, a mnemonist.
Mnemonic devices specifically relate to associative learning. Associative learning is "the association of one environmental feature with another" (Campbell 1127). Associative learning is a very common way of many animals to understand their environment and react to it. Mnemonic devices are the association of two unrelated things in order to learn from it, hence associative learning. Associative learning is used for many animals in their environments and mnemonic devices are just an example of using associative learning to benefit the individual.
Sam Alhadeff (alhadeffsam@gmail.com