Draw from your knowledge of proactive and retroactive ...

[faduma]

Draw from your knowledge of proactive and retroactive interference as well as of encoding specificity to generate a strategy that can help you remember several people's names at a party.
 
  What will be an ideal response?

Question 2

Based on what you know about distributed learning and encoding specificity, how could students manage their study time so that they could maximally recall the material studied?
 
  What will be an ideal response?

[Kaytorgator]

Answer to Question 1

Our cognitive contexts for memory clearly influence our memory processes of encoding, storing, and retrieving information. Studies of expertise also show how existing schemas (frameworks for representing knowledge) may provide a cognitive context for encoding, storing, and retrieving new information. By consciously developing a schema for remembering names, it would provide a cognitive context for names and make integration and organization relatively easy. Schemas fill in gaps when provided with partial or even distorted information and visualize concrete aspects of verbal information. They also can implement appropriate metacognitive strategies for organizing and rehearsing new information.

Answer to Question 2

Our memories tend to be good when we use distributed practice, learning in which various sessions are spaced over time. Our memories for information are not as good when the information is acquired through massed practice, learning in which sessions are crammed together in a very short space of time. The greater the distribution of learning trials over time, the more the participants remembered over long periods. To maximize the effect on long-term recall, the spacing should ideally be distributed over months, rather than days or weeks. Thus to maximize recall of studied material, it should be studied repeatedly over as long a period of time as possible.

[faduma]

Thank you!

[Kaytorgator]

Happy to help