Reading 8
Ramirez Name:
Quiz 6Max. 40 points
Part 1. Vocabulary. Use a word from the box below to complete the sentences. Be aware of the part of speech: do not change the words. Each sentence must be true according to the reading “Chapter 7: Memory.”
- The “fragment completion” test was Tulving’s attempt to test ______memory.
- A sound, a flash of light, or a taste are all types of ______.
- ______is the moving of information out of storage and into the conscious mind.
- The word ______refers to one way people encode memories, but it also refers to the meanings of words.
- It is possible to retrieve information without directly ______it.
- One man, who could remember 31,811 consecutive numbers, couldn’t remember where the bathroom was; that is a ______of memory.
- The saying “You see only what you want to see” means that our minds are ______.
- Memory depends on three basic processes. Therefore, to understand memory, we must understand those three ______.
- ______memories are the ones that we lose dramatically over time.
- The last phase of Muscle Reading is “Recite, Review and Review.” Reciting helps create ______encoding of the new information.
Part 2. Read the following passage and then answer the questions. Use the appropriate steps of Muscle Reading to read!
FORGETTING
1 The frustrations of forgetting - where you left your keys, the answer to a test question, an anniversary - are apparent to most people nearly everyday. In this section we look more closely at the nature of forgetting, and at some of the mechanisms that are responsible for it.
The Course of Forgetting
2 About a hundred years ago, Hermann Ebbinghaus, a German psychologist, began the systematic study of memory and forgetting, using only himself as the subject of his research. His aim was to study memory in its "pure" form, uncontaminated by emotional reactions and other pre-existing associations between new material and what was already in memory. To eliminate such associations, Ebbinghaus created the nonsense syllable, a meaningless set of two consonants and a vowel, such as POF, XEM, and QAL. He read a list of nonsense syllables aloud, to the beat of a metronome - a mechanical device that emits a sound at constant intervals. Then he tried to recall the syllables.
3 To measure forgetting, Ebbinghaus devised the method of savings, which involves computing the difference between the number of repetitions needed to learn a list of items and the number of repetitions needed to relearn it after some time has elapsed. This difference is called the savings. If it took Ebbinghaus ten trials to learn a list and ten more trials to relearn it, there would be no savings, and forgetting would have been complete. If it took him ten trials to learn the list and only five trials to relearn it, there would be a savings of 50 percent.
4 Ebbinghaus found that savings decline (and forgetting increases) as time passes. However, the most dramatic drop in what people retain in long-term memory occurs during the first nine hours, especially in the first hour. After this initial decline, the rate of forgetting slows down considerably. In Ebbinghaus's study, some savings existed even thirty-one days after the original learning.
5 Ebbinghaus's research had some important limitations, but it produced two lasting discoveries. One is the shape of the forgetting curve, which drops dramatically at first and then levels off to a moderate decline. Psychologists have subsequently substituted words, sentences, and even stories for nonsense syllables. In virtually all cases the forgetting curve shows that same strong initial drop in memory, followed by a much more moderate decrease over time (Slamecka & McElree, 1983). Of course, people remember sensible stories better than nonsense syllables, but the shape of the curve is the same no matter what type of material is involved (Davis & Moore, 1935). Even the forgetting of daily events from one's life tends to follow Ebbinghaus's forgetting function (Thomson, 1982).
6 The second of Ebbinghaus's important discoveries is just how long-lasting "savings" in long-term memory can be. Psychologists now know from the method of savings that information about everything from algebra to bike-riding is often retained for decades (Matlin, 1998). Thus, you may forget something you have learned if you do not use the information, but it is easy to relearn the material if the need arises, indicating that the forgetting was not complete (MacLeod, 1988).
Source: Adapted from Bernstein, D.A., Clark-Stewart, A., Penner, L.A., Roy, E.J., & Wickens, C.D. (2000). Psychology (5th ed.) (pp. 235-236). Boston: Houghton Mifflin Company.
1) What is the main idea of the reading selection Forgetting?
o A. The most important discovery made by Ebbinghaus was the nonsense syllable.
o B. It is easier to relearn material a second time even if you have forgotten the information.
o C. Ebbinghaus's research had important limitations; therefore, psychologists today have done new research to confirm his findings.
o D. Research by Ebbinghaus showed that most "forgetting" from long-term memory occurs during the first several hours and that savings can be long lasting.
2) The “method of savings” is a term conceived by Ebbinghaus which refers to
o A. the amount of material someone can remember after a period of time has elapsed.
o B. the difference in the amount of time required to relearn forgotten material as compared to the time it took to learn the material initially.
o C. the difference between how much material is learned initially as compared to how much material is relearned after it is forgotten.
3) Which paragraph from the reading selection Forgetting tells a story, or a narration?
o A. Paragraph 2
o B. Paragraph 3
o C. Paragraph 4
o D. All of the above
4) The two most important discoveries made by Ebbinghaus were
o A. the shape of the forgetting curve and how long lasting "savings" can be.
o B. the shape of the forgetting curve and nonsense syllables.
o C. that savings decline as time passes and the shape of the forgetting curve.
o D. the method of savings and how forgetting affects algebra.
5) Which of the following researchers cited in the reading conducted a study concerning forgetting events in daily life?
o A. Slamecka & McElree, 1983
o B. MacLeod, 1988
o C. Matlin, 1998
o D. Thomson, 1982
6) Reading a chapter outline before you read a textbook chapter is important because
o A. it allows you to see what the chapter will be about.
o B. it allows you to navigate the chapter better.
o C. it puts you in control.
o D. all of the above
7) According to Reading Selection 2 in Chapter 3, “Chapter 7: Memory,” which of the following does NOT describe one of the three primary types of memory?
o A. generalized knowledge about the world.
o B. information about how to do things.
o C. information that is retrieved and encoded.
o D. information about life events.
8) According to “Chapter 7: Memory,” which of the following is an example of implicit memory?
o A. Describing a class that you took last semester.
o B. Knowing how to tie your shoes.
o C. Remembering a vacation to the Canary Islands.
o D. Answering a question on a test.
9) Check board in-class
10) Check board in-class