Chapter 6 - Memory Strategies and Metacognition

memory strategy

perform mental activities that can help to improve your encoding and retrieval

poorer performance

Multitasking leads to?

levels of processing

Shows that you will generally recall information more accurately if you process it at a deep level

deep level of processing

What levels of processing facilitate learning?

elaboration

focus on the specific meaning of particular concept

rehearsal

repeating information you want to learn

active recall

when you are using rehearsal, you arent likely to benefit much in terms of?

distinctiveness

one memory trace should be different from all other memory traces

self-reference effect

enhance long-term memory by relating the material to your own experiences

encoding-specificity principle

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

total-time hypothesis

states that the amount of information that you learn depends on the total time you devote to learning it

distributed-practice effect

you will remember more material if you spread your learning trials over time

spaced learning

other name for distributed-practice effect

massed learning

remember less if you try cramming by learning the material all at once

desirable difficulties

a learning situation that is somewhat challenging, but not too difficult

testing effect

being tested on material also increases memory for the material; Is an excellent way to boost one's long-term memory

test anxiety

worry intrudes on people's consciousness, blocking them from retrieving the correct answers on a test.

Mnemonics

mental strategies designed to improve your memory

mental imagery and organization

two types of mnemonics

keyword method

A strategy for improving memory by using images to link pairs of items.

organization

Bringing systematic order to the material they want to learn

deep processing

what type of processing does organization use

Chunking

combining several small units into larger units

hierarchy

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

first-letter technique

you take the first letter of each word you want to remember, and then you compose a word or a sentence from those letters

narrative technique

instructs people to make up stories that link a series of words together

narrative technique, first-letter technique, hierarchy technique

different organization techniques

retrospective memory

remembering information from the past

prospective memory

remembering to do things in the future

quite frequent

prospective-memory errors are ____________ in a number of clinical populations

prospective-memory errors

are ranked among the most common types of memory lapses

ecological validity

the conditions in which the research is conducted are similar to the natural setting where the results will be applied

highly familiar

prospective-memory errors are more likely to happen in what type of surroundings

when performing tasks automatically

when do prospective-memory errors occur

external memory aid

any device, external to yourself, that facilitates your memory in some way

metacognition

knowledge and control of your cognition process. thinking about how youre thinking

self-knowledge

what people believe about themselves

metamemory

refers to your knowledge and control of your cognitive processes

metacomprehension, metamemory

kinds of metacognition

foresight bias

The tendency, when studying for a future exam, to be overconfident about performance on that exam.

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

feeling-of-knowing effect

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

involuntary ; feeling of knowing

tip-of-the-tongue: ___________ ;____________conscious

metacomprehension

refers to your thoughts about language comprehension

tip-of-the-finger effect

refers to the subjective experience of knowing the target sign, but that sign is temporarily inaccessible