NAME: DATE:

MATERIALS: Cognition 7E, Ch. 6:

SECTIONS: 6.2.2: Depth of Processing through 6.3.2: Generation, Production, and Enactment; Interactive Table: Judgments of Learning

PAGES: 137, 140-144 (see scanned pages on Canvas in Weekly module) +

Article posted on Canvas in Weekly Module

Helpful Definitions that are in glossary of your textbook:

Episodic Memory: Tulving’s term for the portion of long-term memory in which personally experienced information is stored.

What is the depth of processing framework? According to this theory, what determines how much we remember?

Define maintenance and elaborative rehearsal in your own words.

As a student, which would be more beneficial? Explain your answer.

Give an example of a time that you used elaborative rehearsal.

One way to improve your memory is through repeated practice and retrieval (testing effect). However, there are four other ways outlined in the textbook (self-reference, generation, production, enactment). In your own words, describe each one.

What do these four effects have in common?

For each of these, give an example of how you could use this in your college career.

Of the four effects, which do you think is the most effective way to improve your memory? Explain your answer with evidence from your reading and thoughtful analysis, perhaps include a personal anecdote if this strengthens your argument. Note that there is no correct answer.

Explain the region of proximal learning in your own words.

How could you use this concept to better study for cognitive psychology? Develop a strategy for someone (or maybe yourself) that is struggling with studying difficult material.

Read the article posted on Canvas in the weekly module, Metacognitive Strategies in Student Learning:

How does the article connect to what you read about in the textbook regarding the testing effect? What are the main questions, hypotheses, and results?

What are some of the ineffective study strategies students tend to use?

What might help students become more metacognitively aware of their knowledge and self-regulate their studying?

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