Assignment 1: Discussion—Memory Models
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?
- 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.
Write your initial response in 4–5 paragraphs. Apply APA standards to citation of sources.
By Saturday, August 10, 2013, post your response to the appropriate Discussion Area. Through Wednesday, August 14, 2013, review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
This discussion assignment is worth 40 points and will be graded using the discussion rubric.