NCERT Solutions Class 11 Psychology Chapter 7 Human Memory
NCERT Solutions Class 11 Psychology Chapter 7 Human Memory : National Council of Educational Research and Training (NCERT) Class 11 Psychology Chapter 7 Solutions – Human Memory .
Board |
NCERT |
Class |
11 |
Subject |
Psychology |
Chapter |
7 |
Chapter Name |
Human Memory |
Topic |
Exercise Solutions |
Review Questions
1.) What is the meaning of the terms ‘encoding’, ‘storage’ and ‘retrieval’?
Three distinct, yet connected stages are used to conceptualise the memory process. They are storage, retrieval, and encoding. These steps are a need for all information we get.
The process by which information is first captured and registered so that it may be used by our memory system is referred to as encoding, and it is the first stage. Neural impulses are produced whenever an external stimulus makes contact with our sensory organs. They are taken in by various parts of our brains for further processing. Encoding is the process of deriving some meaning from incoming data. So that information may be processed further, it is then expressed in a certain way.
The storing process comes after encoding. Data that has been encrypted must also be saved so that it may be decoded later. This means that when we refer to “storage,” we mean the process through which data is maintained and kept for a long time.
Memory’s third stage is retrieval. Only when information is accessible from memory can it be utilised. For the knowledge to be employed for various cognitive processes like decision-making and problem-solving, it must first be brought to the user’s awareness.
2.) How is information processed through sensory, short-term and long-term memory systems?
Following are some ways that the sensory, short-term, and long-term memory systems process the information:
(i) Sensory Memory – The sensory memory, which has a great capacity but a relatively brief duration of less than a second, receives the incoming information. It somewhat accurately records information from each sense.
(ii) Short-term Memory – This phrase describes a mechanism that temporarily stores little amounts of information. The knowledge is mostly encoded acoustically, and unless it is regularly practised, it is lost within 30 seconds, claim Atkinson and Shiffrin.
(iii) Long-term Memory – Information that endures in short-term memory is stored in the long-term memory system. Information that enters this system is semantically encoded, so once there, it cannot be lost. As a result, it serves as a permanent repository for all information.
3.) How are maintenance rehearsals different from elaborative rehearsals?
To keep the knowledge for the necessary amount of time, the STM initiates a control process of maintenance rehearsal. As the name implies, these forms of rehearsals just preserve knowledge by repetition, and the information is lost when such repetitions are stopped.
With elaborative rehearsals, the STM’s output is more likely to be retained in the long term memory. In contrast to maintenance rehearsals, which include silent or vocal repetition, this rehearsal seeks to establish a connection between the knowledge that must be retained and the knowledge that is already stored in long-term memory. Prolonged rehearsals are intended to analyse the material in terms of the many associations that it elicits. It is necessary to organise as many different combinations of incoming data as is practicable. You can broaden your knowledge by logically organising the material, connecting it to pertinent memories, or creating an image in your head.
4.) Differenciate between declarative and procedural memories?
The following are the differences between declarative and procedural memories:
Declarative Memory
This includes all facts, names, and dates, such as the fact that a rikshaw has three wheels, that India gained independence on August 15, 1947, that a frog is an amphibian, and that you and your friend have the same name.The facts that have remained in this memory are those that can be explained verbally.
Procedural Memory
It alludes to recollections of how to carry out certain duties, or the acquisition of skills, such as how to prepare tea, play basketball, or drive a car.This memory’s contents are difficult to define.
5.) Describe the hierarchical organisation in long-term memory?
Allan Collins and Ross Quillian asserted that knowledge held in long-term memory is organised hierarchically and adopts a network structure in a seminal research study released in 1969. Nodes are the units of this structure. Ideas function as nodes, and nodes are connected to one another by connections that denote idea properties like membership in a category.
According to this technique, we may store all knowledge at a single level that ‘applies to all the members of a category without having to repeat that information at the lower levels in the hierarchy’. This provides a high degree of cognitive economy, which entails making the most use of long-term memory capacity, with the least amount of repeated information.
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6.) Why does forgetting take place?
Everyone of us has almost certainly experienced forgetfulness and its effects. There are a few causes for our forgetfulness, including:
Forgetting brought on by trace decay:
(a) Trace theory, often known as the “disuse theory,” is the first theory to explain forgetting.
(b) It is assumed that memory causes changes in the central nervous system, which are similar to “memory traces,” which are physical alterations in the brain. When these memory traces aren’t utilised for a while, they just disappear and stop being usable.
Forgetting due to interference:
Interference theory states that forgetting is caused by conflicts between different pieces of information that are stored in the memory.When these various sets of associations are competing with one another for retrieval during the retrieval process, interference occurs.
There are two different types of interferences that might cause forgetfulness.
(a) Proactive (forward-moving): Proactive refers to the idea that prior knowledge interferes with later knowledge that you gain. In other words, proactive interference occurs when earlier learning prevents recollection of later information, such as French learning is tough if you know English due of intentional interference.
(b) Retroactive (backward moving): When learning new material makes it difficult to remember what you already know, this is referred to be retroactive. Retroactive interference is when subsequent learning gets in the way of recalling earlier knowledge. For instance, retroactive interference is to blame if you have trouble remembering the English translations of French terms you are now studying.
Forgetting as a result of unsuccessful retrieval:
Forgetting may also happen when retrieval cues are ineffective or nonexistent while being recalled.Retrieval cues are tools that assist us in retrieving information from our memories.This theory was put out by “Tulving and his coworkers,” who conducted several tests to demonstrate that memory of material becomes poor owing to either a lack of or an inappropriateness of retrieval cues that are available/employed at the moment of recall.One might only remember a few of them if given no cues, but memory increases dramatically when given signals like category names.Names of categories may serve as retrieval cues.
7.) How is retrieval related forgetting different from forgetting due to interference?
According to the hypothesis of interference, the memory store’s numerous pieces of information may interfere and cause us to forget things. This theory contends that learning and memorization entail the creation of linkages between concepts, and that these links, once formed, are retained in the memory. Individuals continue to form various alliances of this nature, each of which stands alone and is free from conflict. As these diverse sets of connections compete with one another for retrieval, however, interference occurs during retrieval.
We may access information from our memory with the use of retrieval cues. Tulving and his coworkers came up with this theory after conducting several tests that demonstrated how retrieval cues that are present or being used at the moment of recall may be partially lost or used improperly, restricting access to memory contents.
8.) What evidence do we have to say that ‘memory is a constructive process’?
“Bartlett” thought of memory as a creative process rather than a method of reproduction.He employed the “serial reproduction” approach, in which the experiment subjects purportedly recalled the memory items at various intervals.His participants made a broad range of mistakes while using this way of learning the information, which Bartlett thought was helpful in understanding how memories are built.He tried to understand how a person’s knowledge, objectives, motivation, preferences, and other psychological processes impact the content of any particular memory by using relevant items like literature, folktales, fables, and other examples.Schemas are crucial to the memory-building process. Schemas are an arrangement of prior experiences and knowledge that shape how incoming information is processed, stored, and subsequently retrieved.As a result, memory is encoded and preserved according to an individual’s comprehension, as well as according to their or her prior knowledge and expectations.
9.) Define mnemonics? Suggest a plan to improve your own memory.
The term “mnemonics” (pronounced “ni-mo-nicks”) refers to a variety of memory-improving techniques. These mnemonic devices can be used in many ways, some of which emphasise the usage of visuals and others which focus on the self-organization of information. Depending on the type of information to be learned, two simple strategies can be employed to enhance memory. Which are:
(i) Using the method of loci involves placing the things you want to remember in the form of objects arranged in a physical environment in the form of visual imagery. When recalling things in a sequential order, this strategy is especially useful. You must first see the things or locations you are familiar with in a particular order, then picture the things you wish to remember and link each one individually to the actual places.
(ii) First Letter Technique: You may use the first letter approach by selecting the first letter from each word you wish to remember and putting it together to make another word or a sentence.
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