Chapter 6, Memory Strategies and Metacognition Video Solutions, Cognition

Problem 1

One trend throughout this chapter is that memory is enhanced by deep levels of processing. Review the material in the section on memory strategies, identifying how almost every strategy makes use of some form of deep processing. Also explain why deep processing would be important in metacognition.

Emily Himsel

Numerade Educator

Problem 2

Discuss as many of the memory-improvement techniques from this chapter as you can remember. Which techniques focus on strategies, and which focus on metacognition? In each case, tell how you can use each one to remember some information from this chapter for your next examination in cognitive psychology.

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05:19

Problem 3

Why are some current memory researchers critical of the traditional approaches to memory improvement? Describe how the multimodal approach emphasizes a more comprehensive and complex view of memory improvement.

Danielle Ashley

Numerade Educator

Problem 4

Describe Langer's concepts of mindlessness and mindfulness. Then turn to the chapter outline on page 163. Using these topics as a guide, point out how you can be more mindful in reading and studying for your next exam in cognitive psychology.

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02:26

Problem 5

Why is prospective memory different from retrospective memory? How is it different? Think of a specific elderly person you know who complains about his or her memory. What hints can you provide to this person to encourage better prospective-memory performance?

Anand Jangid

Numerade Educator

Problem 6

In general, how accurate is our metacognition? Provide examples from various metamemory studies, the tip-of-the-tongue phenomenon, and metacomprehension. When you describe the research on metamemory, be sure to describe situations in which people are relatively accurate and the situations in which they are less accurate. Finally, how do people with ADHD perform on these metamemory tasks?

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Problem 7

Several parts of this chapter emphasized that people tend to be overconfident about their ability to remember material and to understand written material. Summarize this information, mentioning a group of people who are underconfident. Then describe how you can apply this information when you are reading and studying for your next exam in your course on cognitive psychology.

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Problem 8

Some parts of the section on metacognition emphasized the control of study strategies and reading strategies, rather than simply knowledge about cognitive processes. Describe the research on strategy regulation and point out how your own strategy regulation has improved since you began college.

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01:48

Problem 9

What evidence suggests that people are reasonably accurate when they report that a word is on the tip of their tongue? Why is this topic related to metacognition? What other components of the tip-of-the-tongue phenomenon would be interesting topics for future research?

Danielle Ashley

Numerade Educator

00:47

Problem 10

What kind of metacomprehension tasks are relevant when you are reading this textbook? List as many tasks as possible. Why do you suppose that metacomprehension for reading passages of text would be less accurate than metamemory for learning pairs of words (for example, refer to the 1984 study by Lovelace, described on pp. 184 to 185 )?

Hossam Mohamed

Numerade Educator