{"id":119229,"date":"2022-05-04T11:46:18","date_gmt":"2022-05-04T06:16:18","guid":{"rendered":"https:\/\/www.mapsofindia.com\/my-india\/?p=119229"},"modified":"2022-05-04T11:46:18","modified_gmt":"2022-05-04T06:16:18","slug":"chapter-7-human-memory-questions-and-answers-ncert-solutions-for-class-11-psychology","status":"publish","type":"post","link":"https:\/\/www.mapsofindia.com\/my-india\/education\/chapter-7-human-memory-questions-and-answers-ncert-solutions-for-class-11-psychology","title":{"rendered":"Chapter 7 – Human Memory Questions and Answers: NCERT Solutions for Class 11 Psychology"},"content":{"rendered":"

Question 1. What is the meaning of the terms \u2018encoding\u2019, \u2018storage\u2019 and \u2018retrieval\u2019?<\/h2>\n

Answer:Memory is conceptualized as a process consisting of three independent, though interrelated stages. These are:
\n1. Encoding:
\nIt is the first stage which refers to a process by which information is recorded and registered for the first time so that it becomes usable by our memory system.
\nIn encoding, incoming information is received and some meaning is derived.
\n2. Storage:It is the second stage of memory:
\nInformation which was encoded must also be stored so that it can be put to use later.
\nStorage refers to the process through which information is retained and held over a period of time.
\n3. Retrieval:It is the third stage of memory.
\nInformation can be used only when one is able to recover it from his\/her memory.
\nRetrieval refers to bringing the stored information to his\/her awareness so that it can be used for performing various cognitive tasks.<\/h3>\n

Question 2. How is information processed thrdugh sensory, short-term and long-term memorysystems?<\/h2>\n

Answer:Atkinson and Shiffrin model of memory also known as stage model of memory.
\nThis proposes the existence of three separate but sequentially linked memory systems, the sensory memory, the short-term memory and the long-term memory.
\nThesensory memory\u2014contains a fleeting impression of a sensory stimulus (a sight or a sound). It is initial process that preserve brief impression of stimuli. It has a large capacity. It is of very short duration that is less than a second.
\nTheshort-term memory\u2014a limited recollection of recently perceived stimuli (a telephone number or an order of drinks). It holds small amount of information for a brief periocfof time i.e. less than 30 seconds. It is primarily encoded acoustically.
\nThelong-term memory\u2014a more or less permanent store of memories for later retrieval (e.g. our telephone numbers). In this stage informations are encoded semantically and storage capacity is unlimited.
\nEach of these memory system is seen as differing in the way they process information, how much information they can hold and for how long they can hold that information.
\nThe model can be expressed in the following diagram:<\/h3>\n

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Question 3. How are maintenance rehearsals different from elaborative rehearsals?<\/h2>\n

Answer:Maintenance rehearsals:
\nIt is an important control process of STM.
\nIt is used to retain the information for as much time as required.
\nAs the name suggests these kinds of rehearsals simply maintain information through repetition and when such repetitions discontinue the information is lost.
\nIt is carried through silent or vocal repetition.
\nElaborative rehearsals:
\nFrom the STM information enters the long term memory through elaborative rehearsals.
\nThis rehearsal attempts to connect the \u201cto be retained information\u201d to the already existing information in long term memory.
\ne.g. the task of remembering the meaning of the work \u201chumanity\u201d will be easier if the meaning of concepts such as \u201ccompassion\u201d, \u201ctruth\u201d and \u201cbenevolence\u201d are already in place.
\nIn elaborate rehearsals, one attempts to analyse the information in terms of various information it arouses.
\nAssignment of meaning and associations are formed. \u2013
\nIt involves organization of the incoming information in as many ways as possible e.g. we can expand the information in some kind of logical framework, link it to similar memories or else create a mental image.<\/h4>\n

Question 4. Differentiate between declarative and procedural memories.<\/h2>\n

Answer:Difference between declarative and procedural memories are following:
\nDeclarative Memory
\nAll information pertaining to facts, names, date, such as rikshaw has three wheels or that India became independent on August 15,1947 or a frog is an amphibian or you and your friend share the same name are part of this.
\nFacts retained in this memory are related to amenable to verbal descriptions.
\nProcedural Memory
\nIt refers to memories relating to procedures of accomplishing various tasks, i.e. skill learning e.g. how to make tea, play basketball or drive a car. .
\nContents of this memory can not be described easily.<\/h3>\n

Question 5. Discuss the hierarchical organisation in long-term memory?<\/h2>\n

Answer:
\nAllan Collins and Ross Quillian suggested that knowledge in long-term memory is organized in terms of concepts, categories and images and are organised hierarchically and assumes a network structure. Elements of this structure are called nodes.
\nNodes are concepts While connections between nodes are labelled relationships, which indicate category membership or concept attributes.
\nAccording to this view, we can store all knowledge at a certain level that \u2018applies to all the members of a category without having to repeat that information at the lower levels in the hierarchy\u2019.
\nThis ensures a high degree ofcognitive economy, which means maximum and efficient use of the capacity of long-term memory with minimum effort.
\nImages: An image is a concrete form of representation which directly conveys the perceptual attributes of an object.
\nAll concrete objects generate images and the knowledge related to them is encoded bothverballyas well asvisually. This is known asdual coding hypothesis, originally proposed by Paivio. Such information can be recalled with greater ease.
\nAccording to this hypothesis, concrete nouns and information related to concrete objects are images.
\nInformation related to abstract concepts assume a verbal and a descriptive code. For example, if you are asked to describe a bird, the first thing that happens is that an image of a bird is generated and based on this image, you describe a bird. But, on the other hand, the meanings of concepts like \u2018truth\u2019 or \u2018honesty\u2019 will not have such accompanying images.<\/h3>\n

Question 6. Why does forgetting take place?<\/h2>\n

Answer: Each one of us has experienced forgetting and its consequences almost routinely. There | . are some reasons because of which we forget:
\n1. It is because the information we commit to our long term memory is somehow lost.
\n2. It is because we did not memorise it well enough.
\n3. It is because we did not encode the information correctly or it is because during storage, it got distorted or misplaced.
\nThere are theories which have been developed to explain forgetting:
\n1. Theory of forgetting developed by Hermann Ebbinghaus:
\nAccording to him the rate of forgetting is maximum in the first nine hours,particularly during the first hour. After that, the rate slows down and not much is forgotten even after many days.
\n2. Forgetting due to Trace decay:
\n(a)Trace theory (also called disuse theory) is the earliest theory of forgetting.
\n(b)The assumption here is that memory leads to modification in the central nervous system, which is akin to physical changes in the brain called \u201cmemory traces\u201d. When these memory traces are not used for a long time, they simply fade away and become unavailable.
\nDrawbacks:
\nIf forgetting takes place because memory traces decay due to disuse, then people who go to sleep after memorizing should forget more compared to those who remain awake.
\nThose who remain awake after memorizing show greater forgetting than those , who sleep.
\n3. Forgetting due to interference:
\nThe interference theory suggests that forgetting is due to interferences between various informations that the memory store contains.
\nInterference comes about at a time of retrieval when these various sets of associations compete with each other for retrieval.
\nThere are two kinds of interferences that may result in forgetting.
\n(a) Proactive (forward moving): Proactive means what you have learnt earlier interferes with the recall of your subsequent learning. In other words, in proactive interference past learning interferes with the recall of later learning, e.g. If you know English and you find it difficult to learn French it is because of proactive interference.
\n(b) Retroactive (backward moving): Retroactive refers to difficulty in recalling
\nwhat you have learnt earlier because of learning a new material. In retroactive interference the later learning interferes with the recall of past learning.e.g. If you cannot recall English equivalents of French words that you are currently memorizing then it is because of retroactive interference.<\/h3>\n

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4. Forgetting due to retrieval failure:
\nForgetting can also occur because at the time of recall, either the retrieval cues are absent or they are inappropriate.
\nRetrieval cues are aids which help us in recovering information stored in the memory.
\nThis view was advanced by \u201cTulving and his associates\u201d who carried out several experiments to show that recall of content become poor either due to absence or inappropriateness of retrieval cues that are available \/employed at the time of recall.
\nWithout getting any cues one may recall a couple of them only but if the learner get cues like category names then the recall improves significantly.
\nCategory names may act as retrieval cues.<\/h3>\n

Question 7. How is retrieval related forgetting different from forgetting due to interference?<\/h2>\n

Answer:According to Tulving retrieval cues are adds which help us in recovering information stored in the memory.
\nTulving said that contents of memory may become inaccessible either due to absence or inappropriatance of retrieval cues that are available at the time of recall.
\nAccording to interference theory of forgetting we forget due to interference between various informations the memory store contains.
\nAccording to this theory learning and memorizing involve forming of associations between items and these associations remain in the memory.<\/h3>\n

Question 8. What evidence do we have to say that \u2018memory is a constructive process\u2019?<\/h2>\n

Answer:\u201cBartlett\u201d saw memory as a constructive and not a reproductive process.
\n1. He used the method of \u201cserial reproduction\u201d in which the participants of his experiments recalled the memory materials reportedly at varying time intervals.
\nWhile engaging in this method of learning material, his participants committed a wide variety of errors which Bartlett considered useful in understanding the process of memory construction.
\n2. Using meaningful materials such as texts, folk tales, fables etc.
\nHe attempted to understand the manner in which content of any specific memory gets affects by a person\u2019s knowledge, goals, motivation, preferences and various other psychological process.
\n3. Schemas play an important role in the process of memorization. Schemas refer to an organization of past experiences and knowledge which influence the way in which incoming information is interpreted, stored and later retrieved.
\nMemory, therefore becomes encoded and is stored in terms of a person\u2019s understanding and within his\/her previous knowledge and expectations.<\/h3>\n

Question 9. Define Mnemonics? Suggest a plan to improve your own memory.<\/h2>\n

Answer:All of us desire to possess an excellent dependable memory system. There are a number of strategies for improving memory called \u201cmnemonics\u201d (pronounced ni \u2013 mo-nicks) to help you improve your memory.<\/h3>\n

Some of these mnemonics involve use of images whereas others emphasise self- induced organization of learned information.
\nMnemonics using Images:Mnemonics using images require that you create vivid and interacting images of and around the material you wish to remember. The two prominent mnemonic devices, which make use of images are following:
\n1. The Keyword Method:In this method, an English word that sounds similar to the word of a foreign language is identified. This English word will function as a keyword, e.g. If you want to remember the Spanish word for duck which is \u201cpato\u201d you may choose \u201cpot\u201d as the keyword and then evoke images of keyword and the target word (Spanish word) and imagine them as interacting. You might imagine a duck in a pot full of water.
\nThis method of learning words of a foreign language is much superior compared to any kind of rote memorization.
\n2. The Method of Loci:
\nThis method is particularly helpful in remembering items in serial order.
\nIt requires that you first visualize objects\/places that you know well in a specific sequence, imagine the objects you want to remember and associate them one by one to the physical locations.
\nSuppose you want to remember bread, eggs, tomatoes and soap on your way to the market, you may visualize a loaf of bread and eggs placed in your kitchen, tomatoes kept on a table and soap in the bathroom. When you enter the market all you need to do is to take a mental walk along the route from your kitchen to the bathroom recalling all the items of your shopping list in a sequence.
\n3. Mnemonics using organization:Organization refers to imposing certain order on the material you want to remember. Mnemonics of this kind are helpful because the framework you create while organization makes the retrieval task fairly easy.
\n(a)Chunking:In chunking, several smaller units are combined to form large chunks. For creating chunks, it is important to discover some organization principles, which can link smaller units. This method is very much used to improve short term memory.
\n(b)First letter technique:For this method you need to pick up the first letter of each word you want to remember and arrange them to form another word or a sentence, e.g. colours of a rainbow are remembered in this way (VIBGYOR\u2014 that stands for Violet, Indigo, Blue, Green, Yellow, Orange and Red).
\nDrawbacks of mnemonics:
\n(a)Mnemonics strategies for memory enhancement are too simplistic.
\n(b)It underestimates complexities of memory tasks and difficulties people experience while memorizing.
\nMore comprehensive approaches to memory improvement:
\n(a)Engage in Deep Level processing:
\n\u201cCRAIK and LOCKHART\u201d have demonstrated that processing information in terms of meaning that they convey leads to better memory as compared to attending to their surface features.
\nDeep processing would involve asking as many questions, related to the information as possible, considering its meaning and examining its relationships to the facts you already know.
\nIn this way, the information will become a part of your existing knowledge framework and the chances that it will be remembered are increased.
\n(b)Minimise interference:Maximum interference is caused when vary similar materials are learned in a sequence.
\nTo avoid this, Arrange your study in such a way that you do not learn similar subjects one after the other.
\nInstead pick, up some other subject unrelated to the previous one. Give yourself rest periods while studying to minimize interference.
\n(c)Give yourself enough Retrieval cues:Cues will be easier to remember compared to the entire content and make link to the parts of the study material to these cues. Then this content will facilitate the retrieval process.
\n\u201cTHOMAS and ROBINSON\u201d have developed another strategy to help students in remembering, more which they called the method of \u201cPQRST\u201d. It stands for Preview, Question, Read, Self-recitation and the test.<\/h3>\n

\u201cPreview\u201d refers to giving a cursory look at the chapter and familiarizing oneself with its contents.
\n\u201cQuestion\u201d means raising questions and seeking answers from the lesion.
\n\u201cRead\u201d\u2014Now start Reading and look for answers of questions you have raised.
\n\u201cSelf-recitation\u201d\u2014After reading try to rewrite what you have read.
\nTest-At the end test how much you have been able to understand.<\/h3>\n","protected":false},"excerpt":{"rendered":"

Class 11 Psychology NCERT book solutions for Chapter 7 – Human Memory Questions and Answers.<\/p>\n","protected":false},"author":21830,"featured_media":119196,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":{"0":"post-119229","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-education"},"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/posts\/119229","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/users\/21830"}],"replies":[{"embeddable":true,"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/comments?post=119229"}],"version-history":[{"count":1,"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/posts\/119229\/revisions"}],"predecessor-version":[{"id":119236,"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/posts\/119229\/revisions\/119236"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/media\/119196"}],"wp:attachment":[{"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/media?parent=119229"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/categories?post=119229"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.mapsofindia.com\/my-india\/wp-json\/wp\/v2\/tags?post=119229"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}