Chapter 5

Question 1

What are the three essential processes of memory?

Answer 1

Encoding, storage, and retrieval.

Question 2

Define “encoding” in the context of memory.

Answer 2

Encoding is the process of forming a memory code, akin to entering data into a computer.

Question 3

What is “storage” in the memory process?

Answer 3

Storage is the maintenance of encoded information over time, similar to saving data on a hard drive.

Question 4

What is the role of “retrieval” in memory?

Answer 4

Retrieval involves recovering information from memory storage, comparable to opening a file on a computer.

Question 5

What factors influence whether information is encoded into memory?

Answer 5

Attention, relevance, and the ability to process the information.

Question 6

How does “attention” affect memory encoding?

Answer 6

Attention narrows focus on a specific range of stimuli or events, preventing irrelevant information from being discarded.

Question 7

Name three ways to enrich encoding.

Answer 7

Elaboration, self-referent encoding, and motivation.

Question 8

What is elaboration in memory encoding?

Answer 8

Elaboration involves linking new information to existing knowledge, creating a stronger memory connection.

Question 9

How does self-referent encoding enhance memory?

Answer 9

By making material personally meaningful, increasing its relevance and recallability.

Question 10

Explain the impact of motivation on memory encoding.

Answer 10

Motivation can improve encoding by creating a stronger desire to remember information, such as offering incentives for recall.

Question 11

What are mnemonic devices?

Answer 11

Systematic strategies used to enhance encoding and recall, like the method of loci, SQ3R, and acronyms.

Question 12

Describe the “method of loci.”

Answer 12

It involves associating new information with landmarks in a familiar location to enhance recall.

Question 13

What is the SQ3R method?

Answer 13

A reading strategy with five steps: Survey, Question, Read, Recite, and Review.

Question 14

How do acronyms help memory?

Answer 14

They use initials as cues to remember lists or concepts, e.g., DABDA for the stages of grief.

Question 15

What is the Atkinson and Shiffrin model of memory storage?

Answer 15

A model where sensory input moves from sensory memory to short-term memory, then to long-term memory with attention and rehearsal.

Question 16

What is sensory memory, and how long does it last?

Answer 16

It holds information in its original form for a brief period, long enough to recognize the stimulus.

Question 17

What is short-term memory (STM)?

Answer 17

A memory store with limited capacity that holds information for about 10-20 seconds.

Question 18

What is the typical capacity of STM?

Answer 18

5 to 9 pieces of information (±7 items).

Question 19

What techniques can extend STM’s duration?

Answer 19

Rehearsal and chunking.

Question 20

What is long-term memory (LTM)?

Answer 20

A memory store with an apparently unlimited capacity and duration.

Question 21

How is information stored in memory?

Answer 21

Through sensory representations (e.g., auditory) or verbal representations (e.g., recalling lyrics).

Question 22

What is the “tip-of-the-tongue” phenomenon?

Answer 22

A temporary inability to retrieve information, accompanied by the feeling that it is just out of reach.

Question 23

How does context aid memory retrieval?

Answer 23

By providing environmental cues that can trigger memory, such as recalling events by imagining the original setting.

Question 24

What is state-dependent learning?

Answer 24

Superior memory retrieval when in the same physiological or psychological state as during learning.

Question 25

What are the three tasks used to measure memory?

Answer 25

Recall, recognition, and relearning.

Question 26

Define “recall” as a memory task.

Answer 26

Recall involves generating previously remembered information without specific retrieval cues, such as answering essay questions.

Question 27

How does “recognition” differ from “recall”?

Answer 27

Recognition involves identifying previously remembered information from options, such as multiple-choice questions, and relies on cues.

Question 28

What is “relearning”?

Answer 28

Relearning refers to quickly reacquiring information that was previously learned but forgotten.

Question 29

What are the three main reasons for forgetting?

Answer 29

Decay, interference, and motivated forgetting.

Question 30

Explain “memory decay.”

Answer 30

Memory decay occurs when information fades from memory over time, especially without rehearsal.

Question 31

What is “interference” in memory?

Answer 31

Interference happens when two similar memories overlap and disrupt each other.

Question 32

What is “motivated forgetting”?

Answer 32

It is deliberately forgetting unwanted information, either explicitly (e.g., correcting a lunch order) or implicitly (e.g., replacing old memories with new ones).

Question 33

Differentiate between anterograde and retrograde amnesia.

Answer 33

Anterograde amnesia is the inability to form new memories, while retrograde amnesia involves losing memories from before a brain injury.

Question 34

What memory strategies are suggested for study habits?

Answer 34

1. Rehearse information at intervals to combat decay.
2. Test yourself frequently.
3. Use elaborative rehearsal to connect new and existing knowledge.
4. Apply mnemonic strategies.
   Create both verbal and visual representations of concepts.

Question 35

Why is cramming not recommended for studying?

Answer 35

Cramming doesn’t allow sufficient time for rehearsal, leading to higher rates of memory decay.

Question 36

What are levels of processing in memory?

Answer 36

Levels of processing refer to engaging deeply with material by understanding its meaning and relating it to real-life applications, rather than simple rote memorization.

Question 37

What is the “forgetting curve”?

Answer 37

A concept by Ebbinghaus illustrating rapid initial forgetting that slows down with repeated rehearsals of the material.

Question 38

How does context aid memory retrieval?

Answer 38

Reinstating the learning environment or state can provide cues that facilitate memory recall.

Question 39

What is state-dependent learning?

Answer 39

It refers to improved recall when the physiological or psychological state during learning matches the state during retrieval.

Question 40

Why is it important to present information in multiple formats?

Answer 40

Presenting information in written, verbal, and physical formats increases its likelihood of being remembered and effectively used

Question 41

What are the benefits of combining verbal and sensory representations in memory?

Answer 41

It creates stronger memory links by engaging multiple types of storage, enhancing recall.

Question 42

What is the role of rehearsal in short-term memory?

Answer 42

Rehearsal extends the duration of information in short-term memory and helps transfer it to long-term memory

Question 43

What does elaborative rehearsal involve?

Answer 43

Connecting new knowledge to prior understanding to deepen learning and create stronger memory associations.

Question 44

What example illustrates motivated forgetting in daily life?

Answer 44

Forgetting where you parked your car yesterday to remember where you parked it today.

Question 45

Why is it harder to recall information compared to recognizing it?

Answer 45

Recall requires two steps: generating the information and verifying its accuracy, while recognition only involves identifying correct options.