Page 21 - 2023-ml-myers-pel6e-chapter7-sample

CHAPtER 7 REVIEW MeMory

199
Activate retrieval cues. Remember the Don’t become overconfident because you
importance of context- dependent and state- can recognize information. Test your recall
dependent memory. Mentally re- create the using the Retrieve & Remember items
found throughout each chapter, and the
situation in which your original learning
DMePhotography/iStock/Getty Images location and being in the same mood. Jog and Chapter Test questions at the end
occurred. Imagine returning to the same
numbered Learning Objective Questions
your memory by allowing one thought to
of each chapter. On a blank page, write
cue the next.
a chapter outline. Define the terms and
concepts listed at each chapter’s end by
Use mnemonic devices. Make up a story
nitions. Take practice tests; the online
Chunk information for easier retrieval.
Thinking and memory What’s the best way to that uses vivid images of the concepts. yourself before turning back to their defi-
resources that accompany many texts,
retain new information? Think actively as you read.
That includes rehearsing and relating ideas and In the discussion of mnemonics, we gave including Achieve for this text, are a good
making the material personally meaningful. source for such tests.
you six words and told you we would quiz
you about them later. How many of those
Make the material meaningful. Space it. words can you now recall? Of these, how IMPROVE YOUR EVERYDAY LIFE
Rehearse it. And also personalize it. You many are concrete, vivid- image words? How Which three of these study and memory
can build a network of retrieval cues many describe abstract ideas? 1 strategies will be most important for you to
by forming as many associations as start using to improve your own learning and
possible. Apply concepts to your own life; Minimize proactive and retroactive retention?
this text’s In Your Everyday Life questions interference. Study before sleeping. Do
and Improve Your Everyday Life questions not schedule back- to- back study times
are a good way to do this. Form images. for topics that are likely to interfere with REtRIEVE REMEMBER
Understand and organize information. each other, such as Spanish and French. ANSWERS IN APPENDIX F
Relate material to what you already know Sleep more. During sleep, the brain reor- 18. Which memory strategies can help you
or have experienced. As William James ganizes and consolidates information for study smarter and retain more information?
(1890) suggested, “Knit each new thing long- term memory. Sleeping more will
on to some acquisition already there.” help you remember what you’ve learned
You can even try drawing the concept and what you’re planning to do tomorrow Evaluate your own memory
(Fernandes et al., 2018). Mindlessly repeat- (Cousins et al., 2021; Leong et al., 2020). skills by engaging online with the activity Assess
ing someone else’s words without taking Your Strengths — How Might You Improve Your
the time to really understand what they Test your own knowledge, both to rehearse it Memory? And for another memory improvement
mean won’t supply many retrieval cues. and to find out what you don’t yet know. The strategy, see the 2.5-minute Video: How Exercise
On an exam, you may find yourself stuck testing effect is real, and it is powerful. Can Improve Your Memory. To explore a memory-
when a question uses terms different 1 The words were bicycle, void, cigarette, inherent, related benefit of classical music, see the 2-minute
Video: Memory and Music.
from the ones you memorized. fire, and process.

CHAPtER 7 REVIEW Memory

LEARNING OBJECtIVES

TEST YOURSELF Answer these repeated Learning Objective Building Memories: Encoding
Questions on your own (before checking the answers in 7-3: How do implicit and explicit memories differ?
Appendix E or “showing” the answer here) to improve your
retention of the concepts (McDaniel et al., 2009, 2015). 7-4: What information do we process automatically?
Studying Memory 7-5: How does sensory memory work?

7-1: What is memory, and how do information- processing 7-6: What is our short- term memory capacity?
models help us study memory? 7-7: What are some effortful processing strategies that
7-2: What is the three- stage information- processing can help us remember new information?
model, and how has later research updated this 7-8: Why is cramming ineffective, and what is the testing
model? effect? Why is it important to make new information
meaningful?

Copyright © Bedford/Freeman/Worth/Macmillan Learning. Uncorrected proofs. Not for redistribution.

08_pel6e_41872_ch07_179_201.indd 199 11/03/22 4:35 PM