Chapter #6 / Session #6

Question 1

What is Metacognition?

Answer 1

Your knowledge about your cognitive processes, as well as your control of these cognitive processes.

Question 2

What is the Levels of Processing approach on recall?

Answer 2

Levels of processing shows that you will generally recall information more accurately if you process it at a deep level, rather than a shallow level.

Question 3

Deep levels of processing facilitate learning because they require ___ and ___.

Answer 3

elaboration // distinctiveness

Question 4

What should you do if you want to emphasize Elaboration?

Answer 4

If you want to emphasize elaboration, you will concentrate on the specific meaning of a particular concept; you’ll also try to relate this concept to your prior knowledge and to interconnected concepts that you have already mastered.

You should emphasize rich, elaborate encoding, for instance, by explaining a concept to yourself.

Question 5

What is Distinctiveness?

Answer 5

Means that one memory trace should be different from all other memory traces. People tend to forget information if it is not distinctly different from the other memory traces in their long-term memory.

Question 6

What is the self-reference effect?

Answer 6

In which you enhance long-term memory by relating the material to your own experiences.

Question 7

What is the encoding-specificity principle?

Answer 7

states that recall is often better if the context at the time of encoding matches the context at the time when your retrieval will be tested.

Question 8

Context effects are often ___.

Answer 8

inconsistent

Question 9

What is the total-time hypothesis?

Answer 9

The amount of information that you learn depends on the total time you devote to learning.

Question 10

True or False: The number of hours spent studying is a predictor of a student’s grade-point average

Answer 10

False. Measuring “the number of hours spent studying” is not a predictor of a student’s grade-point average. Instead, study time predicts grade-point average only when the researchers also assess the quality of study strategies.

Question 11

What is the distributed-practice effect?

Answer 11

You will remember more material if you spread your learning trials over time (spaced learning). You’ll remember less if you try “cramming,” by learning the material all at once (massed learning).

Question 12

What is the testing effect?

Answer 12

Being tested on material also increases memory for the material.

Question 13

What are Mnemonics?

Answer 13

Mnemonics are mental strategies designed to improve your memory.

Question 14

Imagery is especially effective when the items that must be recalled are ___.

Answer 14

shown interacting with each other

Question 15

An interacting visual image is especially helpful if the image is ___.

Answer 15

bizarre

Question 16

One reason that visualization mnemonics are effective is that they are ___ and ___.

Answer 16

motivating // interesting

Question 17

When you need to remember unfamiliar vocabulary items, the ___ is especially helpful.

Answer 17

keyword method

Question 18

What is the keyword method?

Answer 18

In the keyword method, you identify an English word (the keyword) that sounds similar to the new word you want to learn. Then, you create an image that links the keyword with the meaning of this new word. The research on the keyword method shows that it can help students who are trying to learn new English vocabulary words, vocabulary in another language, or people’s names.

Question 19

What is Chunking?

Answer 19

Chunking, in which we combine several small units into larger units, is a basic organizational principle that eases the processing demands on working memory

Question 20

What are the four mnemonic strategies that emphasize organization?

Answer 20

Chunking, Hierarchy Technique, First-Letter Technique, and Narrative Technique

Question 21

What is the Hierarchy Technique?

Answer 21

A hierarchy is a system in which items are arranged in a series of classes, from the most general classes to the most specific.

Question 22

What is First-Letter Technique?

Answer 22

you take the first letter of each word you want to remember, and then you compose a word or a sentence from those letters. Maybe you learned the order of the colors of the rainbow by using the letters ROY G. BIV to recall Red, Orange, Yellow, Green, Blue, Indigo, and Violet. As you may have learned in a statistics class, the nominal, ordinal, interval, and ratio scales conveniently spell noir, the French word for “black.”

Question 23

What is the Narrative Technique?

Answer 23

A fourth organizational method, called the narrative technique, instructs people to make up stories that link a series of words together.

Question 24

What is retrospective memory?

Answer 24

Remembering information that you acquired in the past

Question 25

What is prospective memory?

Answer 25

Remembering that you need to do something in the future.

Question 26

Long-term opiate users and individuals with schizophrenia, and older adults experience a higher degree of ___-memory errors relative to control participants.

Answer 26

prospective

Question 27

What is the most common type of memory error?

Answer 27

Prospective memory errors

Question 28

What is the difference in focus in Perspective memory vs. Retrospective memory?

Answer 28

Prospective memory is typically focused on action. In contrast, retrospective memory is most likely to focus on remembering information and ideas

Question 29

The research on prospective memory is more likely to emphasize ___.

Answer 29

ecological validity

Question 30

What are similarities between Perspective memory and Retrospective memory?

Answer 30

-Your memory is more accurate for both kinds of memory tasks if you use both distinctive encoding and effective retrieval cues
-Both kinds of memory are more accurate when you have only a short delay prior to retrieval.
-Prospective memory and retrospective memory show similar rates of forgetting, with the passage of time.
-Prospective memory relies on regions of the frontal lobe that also play a role in retrospective memory.

Question 31

Absentmindedness is a component of ___-memory.

Answer 31

prospective

Question 32

The typical prospective-memory task represents a ___ situation.

Answer 32

divided-attention

Question 33

Absentminded behavior is especially likely when the prospective-memory task requires you to disrupt a ___.

Answer 33

customary activity

Question 34

Prospective-memory errors are more likely in ___ surroundings when you are performing a task ___.

Answer 34

highly familiar // automatically

Question 35

When is Absentminded behaviour more likely to occur?

Answer 35

Absentminded behavior is also more likely if you are preoccupied or distracted, you are feeling time pressure, or find yourself otherwise under a lot of stress.

Question 36

What is the one of the best ways to avoid prospective-memory errors?

Answer 36

One of the best ways to avoid prospective-memory errors is to provide yourself with reminders to complete a task at a certain point of time in the future. These reminders, however, must be distinctive if you want to perform a prospective-memory task.

Question 37

What is an external memory aid?

Answer 37

An external memory aid is defined as any device, external to yourself, that facilitates your memory in some way.

Question 38

What is self-knowledge?

Answer 38

self-knowledge is what people believe about themselves.

Question 39

People often have limited consciousness about their ___. As a result, they may not be able to identify which factors actually helped them solve a problem.

Answer 39

higher mental processes

Question 40

What is Metamemory?

Answer 40

Metamemory is a topic that refers to people’s knowledge, monitoring, and control of their memory. Metamemory is extremely important when you want to improve your memory.

Question 41

What is the foresight bias?

Answer 41

foresight bias, or, the tendency, when studying for a future exam, to be overconfident about performance on that exam. In this case, individuals overestimate the number of answers they will correctly supply on a future test.

Question 42

People tend to be ___ when they estimate the total number of correct items.

Answer 42

overconfident

Question 43

People’s metamemory can be ___ when they predict which individual items they’ll remember and which ones they’ll forget.

Answer 43

highly accurate

Question 44

People do not tend to provide accurate memory estimates for individual items if they make these estimates ___.

Answer 44

immediately after learning the items

Question 45

How do students often regulate their study strategies?

Answer 45

When they have time to master a relatively easy task, they allocate the most time to the difficult items. On a more challenging task—with time pressure—they realistically adjust their study strategies so that they focus on the items they are likely to master in the limited time frame.

Question 46

What is the tip-of-the-tongue effect?

Answer 46

The tip-of-the-tongue effect describes your subjective experience of knowing the target word for which you are searching, yet you cannot recall it right now

Question 47

What is the feeling-of-knowing effect?

Answer 47

The feeling-of-knowing effect describes the subjective experience of knowing some information, but you cannot recall it right now

Question 48

Bilingual individuals experience the tip-of-the-tongue effect ___ frequently than monolinguals.

Answer 48

more

Question 49

The ___ prefrontal region of the cortex is more likely to be associated with the tip-of-the-tongue effect.

Answer 49

right

Question 50

InThe ___ prefrontal region is more likely to be associated with the feeling-of-knowing effect .

Answer 50

left

Question 51

What is Metacomprehension?

Answer 51

Metacomprehension refers to your thoughts about language comprehension.

Question 52

True or False: College students are not very accurate in their metacomprehension skills.

Answer 52

True

Question 53

True or False: an individual’s perception of her or his reading skill is a strong predictor of metacomprehension accuracy during reading-related tasks.

Answer 53

True