Unit 7 Study Guide

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Unit 7 Chatper 12 Study Questions 1. Describe the way in which metaphors used to discuss memory have changed over time. (p. 346) 2. Can animals remember certain types of things better than others? Explain. Describe the recall abilities of Clark’s nutcrackers. (p. 347) 3. Define the terms forgetting and retention interval . (p. 347) 4. Describe Skinner’s contribution to the study of forgetting. (pp. 347–348) 5. Behaviour doesn’t deteriorate, it merely changes. Discuss this comment. (p. 348) 6. Does the deterioration in forgetting always prompt a decline in the probability of a behaviour? (p. 348) 7. Describe and provide original examples of the following (a) declarative memories and (b) non-declarative memories. (pp. 349–350) 8. Define the following terms: (a) retention interval, (b) free recall, (c) prompted or cued recall, (d) relearning method, (e) savings method, (f) recognition, (g) delayed matching to sample, (h) extinction method, and (i) gradient degradation. Provide and recognize original examples of each of these terms. (pp. 350– 352) 9. Describe the studies that suggest that forgetting increases with the passage of time. (pp. 353–354) 10.Does the passage of time cause forgetting? Discuss with reference to McGeoch (1932). (p. 354) 11.Does learning continue to occur beyond the point of mastery? Explain. What is overlearning? Describe Krueger’s (1929) study of overlearning. (pp. 354–355) Comment: Overlearning is one of the most important principles covered in this course due to the extent of its practical

applications. In this course, students who know the answers to the study questions do well on the final exam because the final exam questions are based on the study questions. Many students prepare for the final exam by glancing over the study questions a few times but fail to overlearn the answers. Other students overlearn the answers to the study questions by using a self-quizzing strategy in which they go through each question, try to recite the answer, and look up the answer in the course materials if they do not know the answer. Good students do this repetitively even after they have answered all the questions correctly. Some students who do not do well on the final exam attribute their poor performance to “test anxiety.” Although it is true that exams are a conditional stimulus for emotional responding, overlearning is the most important tool students can use to break through such conditioned emotional responding to enable the correct answers to flow out during exams. Overlearning, however, has its drawbacks. It is time consuming and can be monotonous. It also requires that students study beyond the point of apparent mastery. Students who are good at overlearning benchmark themselves not on how well they seem to know the material when they are studying, but instead on how well they will know it in the future. Overlearning requires more exact and intricate self-knowledge than many students have, but such self-knowledge can be acquired given the correct conditions. 12.What is fluency? How can fluency be used to measure overlearning? Provide and recognize examples of the use of fluency to measure overlearning. (p. 355) 13.Describe the relationship between the degree of overlearning and long-term retention. Describe how Bahrick (1984) examined this relationship. (pp. 355–356) 14.Describe the general relationship between meaningfulness of verbal material and forgetting. What governs whether something is meaningful? Cite the studies of chess masters versus novices in recalling positions on a chessboard to illustrate this relationship. (pp. 356–357) 15.Define paired-associate learning. Provide and recognize original examples of paired-associate learning. (p. 357)

16.Define proactive interference. Provide and recognize original examples of proactive interference. Describe Bartlett’s (1932) and Levine and Murphy’s (1943) studies of proactive interference. (pp. 357–359) 17.What is the general relationship between the amount of activity during the retention interval and forgetting? (pp. 359–360) 18.Define retroactive interference. Provide and recognize original examples of retroactive interference. Describe the experimental paradigm researchers use to study retroactive interference (see Thune and Underwood (1943)). What is imagination inflation? Why does it reflect retroactive interference? (pp. 359–360) 19.Define cue-dependent forgetting. Provide and recognize original examples of cue-dependent forgetting. How did Greenspoon and Ranyard (1957) study cue-dependent forgetting? (pp. 361– 362) 20.Analyze the role of context in infant forgetting. Refer to the research of Rovee-Collier et al., (1985, 1990). (pp. 362–363) 21.What is state-dependent learning? Describe with reference to Overton’s research on drugs (1964, 1991). (p. 364) 22.Describe Loftus’ work in eyewitness testimony. What are the implications of these studies for the accuracy of reports of past events? How can the results from these studies be partially explained using reinforcement history? (pp. 365–366) 23.Describe the importance of feedback in studying. (p. 367) 24.What are massed practice and distributed practice? Which is the most effective strategy for learning? Describe the research of Bahrick et al. (1987). (p. 368) 25.What are mnemonics? Explain how rhymes and acronyms can be used as memory aids. Provide and recognize original examples of the use of rhymes and acronyms as mnemonics. (p. 369) 26.Describe how to make use of context cues to facilitate remembering. Provide and recognize original examples of the use of context cues to aid remembering. (pp. 369–370) 27.Describe the evidence that supports a problem-solving approach to remembering. (pp. 370–371) 28.What does the acronym SAFMEDS stand for? What mistakes do students usually make when using the flashcard system? (pp. 371–372)

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