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Learning about the structure of memory can improve your study skills. In this assignment, you will
discuss the academic applications of memory models and try to apply the principles to yourself. Use the
readings for the module and the terminology of the subject and respond to these questions:
You are a teaching assistant for an undergraduate history class and need to prepare a test. You want
evidence to show that students know the material well. What kind of test would you prepare? What
kind of test do you think requires the most in-depth knowledge? Why?
As Dan took his history test, he could not recollect many of the dates he had studied. Dan had
memorized some important dates just before the test. While he was doing this, he was also talking on
the phone. Which of Dan's memory stores—sensory memory, short-term memory (STM), or long-term
memory (LTM)—do you think were most affected by his phone conversation? Why? Could Dan have
done something differently to prevent forgetting the dates? Explain.
Identify two different kinds of mnemonic devices that could help Dan remember dates for his history
test. Explain how they could be used.
Melissa is disappointed that she received yet another “D” on a test. She studied for several hours by
reading and rereading her textbook and class notes. Based on the levels-of-processing memory theory,
explain why Melissa’s method of studying was not very effective? What could she have done
Using Baddeley’s working memory model, give an example of two tasks that could successfully be
performed simultaneously (For example, can you listen to music while studying at the same time?).
Discuss two other tasks that probably would interfere with each other. Make sure to discuss your
answers in terms of the visuospatial scratchpad, the phonological loop, and the central executive.
Write your initial response in 4–5 paragraphs (one page). Apply APA standards to citation of sources.
If I am a teaching assistant for an undergraduate history class and I need to prepare a test
that shows that the students know the material well, I would prepare a test that connects
historical dates with historical events. This kind of test requires the most in-depth knowledge
because the students will have to remember the events and the dates. Once they remember the
events and the dates, they can also remember what happened on that particular event or what the
consequences of the event were. The numeral knowledge with a title attached to it can help them
to remember the further details associated with the event. Students face difficulty in associating
dates with events, and as a teacher I will try my best to utilize rote method or method of loci to
associate the dates with the events (Module, p.3).