Valdosta State University Department of Psychology PSY310  Educational Psychology Instructor: John H. Hummel, Ph.D.

PRACTICE QUIZ #2 Memory ANSWER KEY

1. Define memory. (2) RETENTION OF LEARNED MATERIAL

2. In the chapter on learning, one of the concepts I presented to you was the idea of "fluency." That by carefully using conditioning methods in our instruction, students can quickly (without conscious effort) remember information they have learned. Which term associated with memory is most associated with fluency? (2) AUTOMATIZATION. (hint: Remembering is to memory as fluency is to ___).

3. There are three types of long term memory. List/describe the remaining two types. (6)

Episodic: where one's detailed autobiographical (personal experiences) information is stored.

SEMANTIC: WHERE LANGUAGE, ANALYTIC, AND GENERAL KNOWLEDGE IS STORED.

PROCEDURAL: WHERE ONE STORES THE KNOWLEDGE OF HOW TO DO THINGS.

4. For the other 2 "types" of memory indicate about how long each stores information. (2)

sensory STM/WM LTM

.25-2 sec.s 1/2-2 MIN. UNLIMITED

5. Cognitive educational psychologists believe that information stored in LTM is stored hierarchically (i.e., general to specific) in schemas. There was an example using BISONS to illustrate this in the chapter. On the back of this page develop an original example that illustrates how schemas are organized. (3)

6. Define ONE of the following Gestalt principles: Closure or Figure-ground (2)

CLOSURE: PERCEIVING INCOMPLETES AS WHOLE.

FIGURE-GROUND: DEFINING A STIMULUS ACCORDING TO HOW IT CONTRASTS WITH THE OTHER SIMULI IN THE FRAME.

7. Five information processing models were described in the book. On the back of this page, describe any 2 of the 5 models. The models are: Craik-Lockharts; Atkinson-Shiffrin; Paivio's dual code theory; Bransford's transfer-appropriate theory; and parallel distributed processing. (6)

C-L'S: THE MORE "CONSCIOUS" PROCESSING ONE DOES RELATIVE TO SOMETHING BEING SENSED, THE MORE LIKELY IT WILL BE TRANSFERRED TO LTM AND RETRIEVABLE.

A-S: ALL INFO. IS PROCESSED IN THE SAME ORDER (SENSORY-STM-LTM) AND IS ORGANIZED HIERARCHICALLY IN LTM.

PAIVIO'S THEORY FOCUSES ON THE ROLES VISUAL AND AUDITORY STIMULATION PLAY IN MEMORY. INFO. THAT IS LEARNED BIMODALLY IS LEARNED, RETAINED, AND RETRIEVED MORE EASILY THAN UNIMODALLY LEARNED INFO.

BRANSFORD'S THEORY (AKA CUE-DEPENDENT) EXTENDS, COGNITIVELY, THE ROLE OF GENERALIZATION INTO MEMORY. ESSENTIALLY IT SAYS THAT THE CONDITIONS IN WHICH ONE LEARNS INFO. AND THE CONDITIONS IN WHICH ONE ATTEMPTS TO REMEMBER LEARNED INFO. AFFECTS HOW WELL ONE REMEMBERS. THE MORE SIMILAR THE TWO SETTINGS, THE MORE ONE REMEMBERS.

PARALLEL PROCESSING SAYS THAT ALL LEVELS OF MEMORY ARE SIMULTANEOUSLY INVOLVED WHEN LEARNING/STORING/RETRIEVING INFO.

8. "Previously learned material makes it difficult to remember NEWER material." Which type of interference is this? (2) PROACTIVE INTERFERENCE

9. Describe TWO things teachers or students can do that will improve students' memory. (4)

POINT OUR DIFF.'S BETWEEN SIMILAR THINGS; TEACH SIMILAR THINGS AT DIFFERENT TIMES USING DIFFERENT PEDAGOGIES.

USE MULTIPLE METHODS IN PRESENTING INFO.; HAVE STUDENTS BE ACTIVE; PRESENT INFO. HIERARCHICALLY; HAVE STUDENTS PROCESS INFO. BY PARAPHRASING AND CONNECTING IT TO OTHER CONTENT; TEACH Ss STUDY METHODS SUCH AS 40/60 AND SQ4R AND EST. CONTINGENCIES REQUIRING THEM TO USE THE METHODS; REVISIT CONTENT FREQUENTLY (FLUENCY) BUILDING NEW ONTO OLD (OVERLEARN, ETC.); TEACH AND REQUIRE Ss TO USE MNEMONICS.

10. What are the recency and primacy effects? (2). Describe the possible cause(s) of one of the two. (1). A. TENDENCY TO MORE EASILY LEARN/REMEMBER THE FIRST AND THE LAST ITEMS STUDIED IN A LIST.

B. PRIMARY CAN BE A RESULT OF NOVELY, LEARNER FRESHNESS, AND MORE PRACTICE. RECENCY IS PROBABLY A RESULT OF IMMEDIACY TO CONSEQUENCES OF LEARNING/REMEMBERING.

Last Updated: July15, 1997