Cognition

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.

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.

Acronym

Acrostic

Rhyme

Keyword Method

Acronym

Keyword Method

Peg-Word System

Chunking

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.

Repeating information over and over again.

Combining smaller pieces of information into larger, meaningful units.

Creating a mental image of the information.

Ignoring irrelevant 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.

Studying for 7 hours the day before the exam (massed practice).

Studying for 1 hour each day (spaced practice).

Both methods are equally effective.

Neither method is effective.