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Learning about the structure of memory can improve your study
skills. In this assignment, you will discuss the academic
applications of memory models and try to apply the principles to
yourself. Use the readings for the module and the terminology of
the subject and respond to these questions:
You are a teaching assistant for an undergraduate history class
and need to prepare a test. You want evidence to show that students
know the material well. What kind of test would you prepare? What
kind of test do you think requires the most in-depth knowledge?
Why?
As Dan took his history test, he could not recollect many of
the dates he had studied. Dan had memorized some important dates
just before the test. While he was doing this, he was also talking
on the phone. Which of Dan’s memory stores—sensory memory,
short-term memory (STM), or long-term memory (LTM)—do you think
were most affected by his phone conversation? Why? Could Dan have
done something differently to prevent forgetting the dates?
Explain.
Identify two different kinds of mnemonic devices that could
help Dan remember dates for his history test. Explain how they
could be used.
Melissa is disappointed that she received yet another “D” on a
test. She studied for several hours by reading and rereading her
textbook and class notes. Based on the levels-of-processing memory
theory, explain why Melissa’s method of studying was not very
effective? What could she have done differently?
Using Baddeley’s working memory model, give an example of two
tasks that could successfully be performed simultaneously (For
example, can you listen to music while studying at the same time?).
Discuss two other tasks that probably would interfere with each
other. Make sure to discuss your answers in terms of the
visuospatial scratchpad, the phonological loop, and the central
executive.
After reading over your response this week I want to provide you
with a resource below that I hope may help build on the foundation
of understanding of short-term memory, specifically the
relationship between verbal information and short-term
memory. How, after reading over the information in the
article, do you feel that the concepts may relate to Melissa’s
situation, particularly if she were rehearsing verbal
information? Interested in your thoughts!
"Are you looking for this answer?
We can Help click Order Now"
Learning about the structure of memory can improve your study
skills. In this assignment, you will discuss the academic
applications of memory models and try to apply the principles to
yourself. Use the readings for the module and the terminology of
the subject and respond to these questions:
You are a teaching assistant for an undergraduate history class
and need to prepare a test. You want evidence to show that students
know the material well. What kind of test would you prepare? What
kind of test do you think requires the most in-depth knowledge?
Why?
As Dan took his history test, he could not recollect many of
the dates he had studied. Dan had memorized some important dates
just before the test. While he was doing this, he was also talking
on the phone. Which of Dan’s memory stores—sensory memory,
short-term memory (STM), or long-term memory (LTM)—do you think
were most affected by his phone conversation? Why? Could Dan have
done something differently to prevent forgetting the dates?
Explain.
Identify two different kinds of mnemonic devices that could
help Dan remember dates for his history test. Explain how they
could be used.
Melissa is disappointed that she received yet another “D” on a
test. She studied for several hours by reading and rereading her
textbook and class notes. Based on the levels-of-processing memory
theory, explain why Melissa’s method of studying was not very
effective? What could she have done differently?
Using Baddeley’s working memory model, give an example of two
tasks that could successfully be performed simultaneously (For
example, can you listen to music while studying at the same time?).
Discuss two other tasks that probably would interfere with each
other. Make sure to discuss your answers in terms of the
visuospatial scratchpad, the phonological loop, and the central
executive.
After reading over your response this week I want to provide you
with a resource below that I hope may help build on the foundation
of understanding of short-term memory, specifically the
relationship between verbal information and short-term
memory. How, after reading over the information in the
article, do you feel that the concepts may relate to Melissa’s
situation, particularly if she were rehearsing verbal
information? Interested in your thoughts!
"Are you looking for this answer?
We can Help click Order Now"
Learning about the structure of memory can improve your study
skills. In this assignment, you will discuss the academic
applications of memory models and try to apply the principles to
yourself. Use the readings for the module and the terminology of
the subject and respond to these questions:
You are a teaching assistant for an undergraduate history class
and need to prepare a test. You want evidence to show that students
know the material well. What kind of test would you prepare? What
kind of test do you think requires the most in-depth knowledge?
Why?
As Dan took his history test, he could not recollect many of
the dates he had studied. Dan had memorized some important dates
just before the test. While he was doing this, he was also talking
on the phone. Which of Dan’s memory stores—sensory memory,
short-term memory (STM), or long-term memory (LTM)—do you think
were most affected by his phone conversation? Why? Could Dan have
done something differently to prevent forgetting the dates?
Explain.
Identify two different kinds of mnemonic devices that could
help Dan remember dates for his history test. Explain how they
could be used.
Melissa is disappointed that she received yet another “D” on a
test. She studied for several hours by reading and rereading her
textbook and class notes. Based on the levels-of-processing memory
theory, explain why Melissa’s method of studying was not very
effective? What could she have done differently?
Using Baddeley’s working memory model, give an example of two
tasks that could successfully be performed simultaneously (For
example, can you listen to music while studying at the same time?).
Discuss two other tasks that probably would interfere with each
other. Make sure to discuss your answers in terms of the
visuospatial scratchpad, the phonological loop, and the central
executive.
After reading over your response this week I want to provide you
with a resource below that I hope may help build on the foundation
of understanding of short-term memory, specifically the
relationship between verbal information and short-term
memory. How, after reading over the information in the
article, do you feel that the concepts may relate to Melissa’s
situation, particularly if she were rehearsing verbal
information? Interested in your thoughts!
"Are you looking for this answer?
We can Help click Order Now"
Learning about the structure of memory can improve your study
skills. In this assignment, you will discuss the academic
applications of memory models and try to apply the principles to
yourself. Use the readings for the module and the terminology of
the subject and respond to these questions:
You are a teaching assistant for an undergraduate history class
and need to prepare a test. You want evidence to show that students
know the material well. What kind of test would you prepare? What
kind of test do you think requires the most in-depth knowledge?
Why?
As Dan took his history test, he could not recollect many of
the dates he had studied. Dan had memorized some important dates
just before the test. While he was doing this, he was also talking
on the phone. Which of Dan’s memory stores—sensory memory,
short-term memory (STM), or long-term memory (LTM)—do you think
were most affected by his phone conversation? Why? Could Dan have
done something differently to prevent forgetting the dates?
Explain.
Identify two different kinds of mnemonic devices that could
help Dan remember dates for his history test. Explain how they
could be used.
Melissa is disappointed that she received yet another “D” on a
test. She studied for several hours by reading and rereading her
textbook and class notes. Based on the levels-of-processing memory
theory, explain why Melissa’s method of studying was not very
effective? What could she have done differently?
Using Baddeley’s working memory model, give an example of two
tasks that could successfully be performed simultaneously (For
example, can you listen to music while studying at the same time?).
Discuss two other tasks that probably would interfere with each
other. Make sure to discuss your answers in terms of the
visuospatial scratchpad, the phonological loop, and the central
executive.
You are a teaching assistant for an undergraduate history class
and need to prepare a test. You want evidence to show that students
know the material well. What kind of test would you prepare? What
kind of test do you think requires the most in-depth knowledge?
Why?
As Dan took his history test, he could not recollect many of
the dates he had studied. Dan had memorized some important dates
just before the test. While he was doing this, he was also talking
on the phone. Which of Dan’s memory stores—sensory memory,
short-term memory (STM), or long-term memory (LTM)—do you think
were most affected by his phone conversation? Why? Could Dan have
done something differently to prevent forgetting the dates?
Explain.
Identify two different kinds of mnemonic devices that could
help Dan remember dates for his history test. Explain how they
could be used.
Melissa is disappointed that she received yet another “D” on a
test. She studied for several hours by reading and rereading her
textbook and class notes. Based on the levels-of-processing memory
theory, explain why Melissa’s method of studying was not very
effective? What could she have done differently?
Using Baddeley’s working memory model, give an example of two
tasks that could successfully be performed simultaneously (For
example, can you listen to music while studying at the same time?).
Discuss two other tasks that probably would interfere with each
other. Make sure to discuss your answers in terms of the
visuospatial scratchpad, the phonological loop, and the central
executive.
After reading over your response this week I want to provide you
with a resource below that I hope may help build on the foundation
of understanding of short-term memory, specifically the
relationship between verbal information and short-term
memory. How, after reading over the information in the
article, do you feel that the concepts may relate to Melissa’s
situation, particularly if she were rehearsing verbal
information? Interested in your thoughts!
