Maharashtra Board Class 11 Psychology Solution Chapter 8 – Memory
Balbharati Maharashtra Board Class 11 Psychology Solution Chapter 8: Memory. Marathi or English Medium Students of Class 11 get here Memory full Exercise Solution.
Std |
Maharashtra Class 11 |
Subject |
Psychology |
Chapter |
8 |
Chapter name |
Memory |
1. (A) Complete the following statements.
1.) One of the important processes for storage of information in the LTM is _____________
a.) perception
b.) elaborative rehearsal
c.) encoding
Answer:
b.) elaborative rehearsal
2.) Memory is a/an _____________
a.) activity
b.) process
c.) performance
Answer:
b.) process
3.)_____________ memory has the shortest duration.
a.) Sensory
b.) Short Term
c.) Long Term
Answer:
c.) Long Term
4.)_____________ memory is also known as Working Memory.
a.) Long Term
b.) Accidental
c.) Short Term
Answer:
c.) Short Term
5.)_____________ memory has unlimited capacity.
a.) Sensory
b.) Short Term
c.) Long Term
Answer:
a.) Sensory
6.)The span of Short-Term Memory is _____________
a.) 5+/-2
b.) 7+/-2
c.) 9+/-2
Answer:
b.) 7+/-2
(B) State whether the following statements are True or False.
1.) Our sense organs also have memory.
Answer:
True
2.) Short-term memory has an unlimited capacity.
Answer:
3.) Conscious memory of facts and events is called explicit memory.
Answer:
True
4.) Implicit memory is the memory of skills.
Answer:
True
5.) When we memorize meanings, concepts, and principles, it is called episodic memory.
Answer:
False
6.) The method of relearning is also known as the saving method.
Answer:
True
7.) The most vivid memory is flashbulb memory.
Answer:
True
(C) Identify the odd item from the following.
1.) Encoding, Storage, Tip of the tongue (TOT), Retrieval
Answer:
Tip of the tongue (TOT)
2.) Keyword method, Method of Loci, Chunking, Rote learning, First letter technique
Answer:
Rote learning
3.) Sensory register, STM, Flashbulb memory, LTM
Answer:
Sensory register
4.) Recall, Recognition, Relearning, Trace decay
Answer:
Trace decay
(D) Match the following pairs.
A | B |
1. A technique to improve memory | a. Short-term memory |
2. The most vivid memory | b. Declarative memory |
3. Working memory | c. Implicit memory |
4. Most organized memory | d. Flashbulb memory |
5. Playing the harmonium after a long time | e. Method of Loci |
6. Writing an essay on perceptual process | f. LTM |
g. Recall method | |
h. Relearning method |
Answer:
A | B |
1. A technique to improve memory | e. Method of Loci |
2. The most vivid memory | d. Flashbulb memory |
3. Working memory | a. Short-term memory |
4. Most organized memory | f. LTM |
5. Playing the harmonium after a long time | c. Implicit memory |
6. Writing an essay on perceptual process | g. Recall method |
2. Answer the following questions in around 35-40 words each.
1.) Explain any one example of Flashbulb memory from your life.
Answer:
Students are supposed to answer this on their own.
2.) Explain the model of working memory proposed by Baddeley.
Answer:
STM was described by Baddeley as a working bench of memory.The coordination between the phonological loop, episodic buffer, and visuospatial sketchpad sub-systems is handled by a central executive in his working memory model.Both the visuospatial sketchpad and the phonological loop contain two parts.
3.) Explain the Tip of the tongue (TOT) phenomenon with an example.
Answer:
Even when we have knowledge on the tip of our tongue, we occasionally struggle to recollect it when we go through our library of experiences to get it from LTM.
For instance, you might wish to remember the name of your cousin’s preferred clothing line. You remember all names that are similar to that one instead.
4.) Give an example of episodic memory.
Answer:
The recollection of particular events or experiences, along with the feelings evoked by them, is known as episodic memory. It might be autobiographical memory, or the recall of memories and events from one’s own life. For instance, when Anil was in the 12th grade, he went on a school trip to the North-Eastern states . Even three years later, he can recall every detail of that trip.
5.) What is motivated forgetting?
Answer:
People may intentionally or unintentionally forget unpleasant experiences when they engage in motivated forgetting.
Although it is often referred to as a conscious coping technique, it should not be confused with defence mechanisms.
Repression and Thought suppression are the two types of motivated forgetting.
3.) Compare and contrast.
1.) STM and LTM
Answer:
- Only the most important sensory information pass via maintenance rehearsal and into the Short-Term Memory (STM). On the other hand, some STM items move into the Long-Term Memory (LTM) after elaborate rehearsal, which gives the information significance and links it to LTM information that already exists.
- STM has a capacity of roughly seven things at a time and can hold the information for between 15 and 30 seconds. On the other hand, information saved in LTM may be held indefinitely and is more or less permanently maintained once it is there.
2.) Implicit Memory and Explicit Memory
Answer:
Explicit memory is the cognitive recollection of facts and experiences, whereas implicit memory is the unconscious memory of skills and how we behave.
Declarative memory is another name for explicit memory, whereas procedural memory is another name for implicit memory.
3.) Semantic memory and Episodic memory
Answer:
A more organised collection of information, definitions, and concepts is known as semantic memory. In contrast, episodic memory is a recollection of experiences and particular events that we recall in order to piece together the real occurrences.
Semantic memories contain a personal context that includes vocabulary, math, and logical principles, whereas episodic memories are the recollections of personally significant events with dates, locations, and accompanying feelings.
4.) Storage failure and Retrieval failure
Answer:
Both storage failure and retrieval failure make it challenging to use the retained information in the future. In the case of storage failure, acquired and encoded information is not stored properly, while in the case of retrieval failure, issues arise when recalling the stored information for its actual use.
5.) Recall method and Recognition method
Answer:
The recall technique entails recalling something that is not physically present at the time and necessitates the direct retrieval of data from memory (example: lengthy essay-style responses). In the process of recognition, previously acquired content is present, and the learner must identify it. like MCQs).
Recognition is generally simpler than recall. The recognition approach often yields a higher memory score than the recall method.
4.) What will you do if…
1.) You have to prepare a long speech covering all the activities in your college and present at the annual function
Answer:
I’ll write up a summary of the key topics encompassing all the major activities and have it close at hand in case I miss anything at the event. This will offer indications for retrieval. In order to make the detailed speech simpler to remember, I will also arrange it in a sequential framework. I’ll review the speech several times to ensure that I remember it. I will memorise the speech in segments because it is lengthy, employing memory strategies like chunking and visualisation. After the last rehearsal, I’ll also make an effort to get some rest to reduce interference. Most essential, I won’t worry so that the retrieval procedure will go more smoothly and effectively.
2.) How will you apply ‘POWER’ to prepare for the final exam of Psychology?
Answer:
The full part would be tested in psychology’s final examination. To prevent retroactive interference, I will first go over what I’ve previously learnt in preparation for examinations or exams in the past. The POWER approach will be used by me.
Prepare – I’ll determine my study goals, i.e., which chapters I’ll learn first and which ones I’ll just review, and I’ll go over the content thoroughly.
Organise – I’ll make a schedule for my reading, problem-solving, and revising.
Work – Using various memory techniques, I will study in accordance with the schedule. Additionally, I’ll make sure there are no distractions.
Evaluate – I’ll jot down the solutions and attempt to answer as many questions as I can.
Rethink – I’ll go through everything I’ve learned to prevent deterioration in detail and put it to practise.
5. Short Notes.
1.) Characteristics of Memory
Answer:
Memory is the capacity to encode, store, and retrieve information as needed.
- The three fundamental functions or aspects of memory are acquisition, storing, and retrieval.
- The process of gathering data from our sense organs is known as acquisition. Over time, the information that has been collected and encoded is stored. The information that has been saved is remembered during retrieval in order to be used.
- Memory is divided into three stages: the sensory information storage, the short-term memory, and the long-term memory.
2.) Techniques to improve memory
Answer:
Some techniques to improve memory are as follows:
- Keyword technique: Any two distinct pieces of information can be connected together using the keyword method. It is a useful technique for acquiring foreign language vocabulary and for memorising terminology.
- Encoding specificity: According to encoding specificity, memory is enhanced when information that was learned at the same time as the recall is also available.
- The loci method includes mapping out a hypothetical path in order to better recall information. example: procedures for solving mathematical issues.
- Mnemonic devices: These can be acronyms or first-letter tricks (for instance, VIBGYOR incorporates the rainbow’s hues). Visualisation will also be a part of it. Another method is chunking, which divides up vast amounts of information into manageable portions.
3.) Motivated forgetting
Answer:
- Motivated forgetting, also known as a conscious coping technique, is a practise in which people may forget bad memories either intentionally or subconsciously, however it should not be confused with defence mechanisms.
- In terms of motivated forgetting, there are two levels: repression and thought suppression.
- Repression: According to Sigmund Freud’s psychoanalytic theory, we actively put undesirable memories and thoughts into our unconsciousness. People mistakenly believe that these suppressed memories have vanished entirely.
- Thought suppression: This is a deliberate attempt to make us forget the details of unpleasant events and experiences in our life, such as when someone chooses to avoid discussing a breakup.
- Suppressing ideas can take time and be challenging since they tend to come back. For example, a person may strive to conceal thoughts about his ex but may not be effective.
4.) Causes of forgetting
Answer:
- Trace decay: If we don’t use our memories for a prolonged length of time, they fade away. If this happens, memory traces deteriorate over time.
- Trace distortion: According to some studies, forgetting happens because memory traces over time get twisted rather than decaying.
- Interference: According to some experts, learning new information sequentially might cause memory loss. Interference comes in two flavours: proactive interference and retroactive interference.
- Motivated forgetting is a habit in which people may deliberately or unintentionally forget unpleasant experiences. In terms of motivated forgetting, there are two levels: repression and thought suppression.
Answer the following questions in 150-200 words.
1.) Explain the process of human memory in detail.
Answer:
Memory is a skill that allows people to encode, store, and retrieve information as needed.
The three fundamental functions of memory are acquisition (encoding), storage, and retrieval.
- Acquisition/Encoding: The process of gathering data from sense organs is called acquisition. The act of converting information into appropriate symbols, such as images, words, figures, and numbers, is known as encoding.
- Storage: Over time, the information that was collected and encoded is kept safe. To use the information later, the storage procedure is necessary.
- Retrieval: This is the process of bringing up previously stored data so that it may be used. In our daily lives, we frequently retrieve names, phone numbers, etc. These procedures are comparable to the operations of a computer.
2.) Explain the theories of forgetting in detail.
Answer:
Researchers have proposed a number of ideas to explain forgetting, which is defined as the inability to recall information that has previously been stored in our long-term memory. Different causes of forgetfulness are highlighted by each hypothesis.
There are several theories of forgetting, including interference theory, trace decay theory, and trace distortion theory.
- Trace decay: If we don’t utilise our memories for a long time, they fade away; hence, if they are not used, memory traces deteriorate with time.
- Trace distortion: According to some studies, forgetting happens because memory traces over time get warped rather than decaying.
- Interference: According to some experts, learning new things sequentially causes our memories to fade.
7. Arrange the following elements in concepts of memory in ascending order. 1. Elaborative rehearsal, Short Term Memory, receiving information from the environment, Long Term Memory, Retrieval.
Answer:
- Receiving information from the environment
- Short Term Memory
- Elaborative rehearsal
- Long Term Memory
- Retrieval