Cognition

Using repetition to memorize a phone number.

Creating a detailed mental map of your neighborhood.

Using the acronym ROY G. BIV to remember the colors of the rainbow.

Avoiding distractions while studying.

The tendency to remember items based on their size.

The tendency to remember items at the beginning and end of a list better than those in the middle.

The tendency to forget items in a specific order.

The tendency to remember items based on their color.

Acronym

Acrostic

Rhyme

Keyword Method

To store information exactly as it is perceived.

To transform information into a format that can be stored in the brain.

To retrieve information from long-term memory.

To forget irrelevant information.

Acronyms are better for visual learners, while the keyword method is better for auditory learners.

Acronyms are most effective for remembering lists of related terms, while the keyword method is useful for associating foreign vocabulary with familiar words.

The keyword method is always more effective because it involves deeper processing.

Acronyms are only useful for short lists; the keyword method can be applied to any amount of information.

Remembering a phone number as three distinct parts rather than a continuous string of numbers.

Writing down a grocery list to avoid forgetting items.

Repeating a person's name immediately after meeting them.

Using flashcards to study for an exam.

It simplifies information, making it easier to ignore irrelevant details; an example is a grocery list sorted randomly.

It creates a logical structure with main categories and subcategories, aiding retrieval; an example is biological classification (domain, kingdom, phylum, etc.).

It enhances visual memory through spatial arrangement; an example is a mind map with interconnected nodes.

It relies on emotional connections to make information more memorable; an example is a personal diary organized by significant events.

The spacing effect involves learning a large amount of information in one session, while massed practice involves distributing learning over time.

The spacing effect involves distributing learning over time, while massed practice involves learning a large amount of information in one session.

The spacing effect is more effective for short-term retention, while massed practice is better for long-term retention.

There is no difference; the terms are interchangeable.

The spacing effect allows for quicker initial learning, while massed practice strengthens neural connections.

The spacing effect allows time for memory consolidation and strengthens neural connections, while massed practice hinders memory consolidation due to a lack of breaks.

Massed practice is better because it allows for deeper processing of information.

Both methods rely on the same cognitive processes, but massed practice is more time-efficient.

Acronym

Keyword Method

Peg-Word System

Chunking