User:Samath1a/Chunking (psychology)

The peer reviews had a lot of suggestions for my article. I will spend the week editing the article further taking their suggestions into consideration. I have a lot of long phrasing and paraphrasing that needs work as well as further explaining needed for clarity.

Chunking in motor learning [edit]
Chunks in motor learning are identified by pauses between successive actions in Terrace (2001). It is also suggested that during the sequence performance stage (after learning), participants download list items as chunks during pauses. He also argued for an operational definition of chunks suggesting a distinction between the notions of input and output chunks from the ideas of short-term and long-term memory. Input chunks reflect the limitation of working memory during the encoding of new information (how new information is stored in long-term memory), and how it is retrieved during subsequent recall. Output chunks reflect the organization of over-learned motor programs that are generated on-line in working memory. Sakai et al. (2003) showed that participants spontaneously organize a sequence into a number of chunks across a few sets and that these chunks were distinct among participants tested on the same sequence. They also demonstrated that the performance of a shuffled sequence was poorer when the chunk patterns were disrupted than when the chunk patterns were preserved. Chunking patterns also seem to depend on the effectors used.

'''Perlman found in his series of experiments that tasks that are larger in size and broken down into smaller sections had faster respondents than the task as a large whole. The study suggests that chunking a larger task into a smaller more manageable task can produce a better outcome. The research also found that completing the task in a coherent order rather than swapping from one task to another can also produce a better outcome.'''

Chunking as the learning of long-term memory structures[edit]
This usage derives from Miller's (1956) idea of chunking as grouping, but the emphasis is now on long-term memory rather than only on short-term memory. A chunk can then be defined as "a collection of elements having strong associations with one another, but weak associations with elements within other chunks". Chase and Simon (1973) and later Gobet, Retschitzki, and de Voogt (2004) showed that chunking could explain several phenomena linked to expertise in chess. Following a brief exposure to pieces on a chessboard, skilled chess players were able to encode and recall much larger chunks than novice chess players. However, this effect is mediated by specific knowledge of the rules of chess; when pieces were distributed randomly (including scenarios that were not common or allowed in real games), the difference in chunk size between skilled and novice chess players was significantly reduced. Several successful computational models of learning and expertise have been developed using this idea, such as EPAM (Elementary Perceiver and Memorizer) and CHREST (Chunk Hierarchy and Retrieval Structures). Chunking has also been used with models of language acquisition. '''The use of chunk-based learning in language has been shown to be helpful. Understanding a group of basic words and then giving different categories of associated words to build on comprehension has shown to be an effective way to teach reading and language to children.'''

Chunking learning style and short-term memory
'''Norris (2020) conducted a study of chunking and short-term memory recollection and found that when a chunk is given it is stored a single item even though it is a relatively large amount of information. This finding suggests that chunks should be less susceptible to decay or interference when they are recalled. The study used visual stimuli where all the items were given simultaneously. Items of two and three were found to be recalled easier than singles, and more singles were recalled when in a group with threes.'''