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A modality effect is present in chunking. That is, the mechanism used to convey the list of items to the individual affects how much "chunking" occurs. Experimentally, it has been found that auditory presentation results in a larger amount of grouping in the responses of individuals than visual presentation does. Previous literature, such as George Miller's The Magical Number Seven, Plus or ...
Chunking is a method of presenting information which splits concepts into small pieces or "chunks" of information to make reading and understanding faster and easier. Chunking is especially useful for material presented on the web because readers tend to scan for specific information on a web page rather than read the page sequentially.
Chunking is the process of grouping pieces of information together into “chunks”. [4] This allows for the brain to collect more information at a given time by reducing it to more-specific groups. [4] With the processes of chunking, the external environment is linked to the internal cognitive processes of the brain. [4]
For example, in recalling a phone number, chunking the digits into three groups (area code, prefix, and extension). This method of remembering phone numbers is far more effective than attempting to remember a string of 10 digits. Practice and the usage of existing information in long-term memory can lead to additional improvements in chunking.
Later research on short-term memory and working memory revealed that memory span is not a constant even when measured in a number of chunks. The number of chunks a human can recall immediately after presentation depends on the category of chunks used (e.g., span is around seven for digits, around six for letters, and around five for words), and even on features of the chunks within a category.
This chunking of memory components has also been described as schema construction. [citation needed] In the late 1980s John Sweller developed cognitive load theory (CLT) while studying problem solving. [2] Studying learners as they solved problems, he and his associates found that learners often use a problem solving strategy called means-ends ...
CHREST (Chunk Hierarchy and REtrieval STructures) is a symbolic cognitive architecture based on the concepts of limited attention, limited short-term memories, and chunking. The architecture takes into low-level aspects of cognition such as reference perception, long and short-term memory stores, and methodology of problem-solving [ 1 ] and ...
Skimming is a process of speed reading that involves visually searching the sentences of a page for clues to the main idea or when reading an essay, it can mean reading the beginning and ending for summary information, then optionally the first sentence of each paragraph to quickly determine whether to seek still more detail, as determined by the questions or purpose of the reading.