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For example, a person wishing to memorize a long sequence of numbers can break the sequence up into chunks of three, allowing them to remember more of the numbers. Similarly, this is how many in North America memorize telephone numbers, by breaking them up into the three sections: an area code, followed by a three-digit number and then a four ...
know the meaning of words, understand the meaning of a word from a discourse context, follow the organization of a passage and to identify antecedents and references in it, draw inferences from a passage about its contents, identify the main thought of a passage, ask questions about the text, answer questions asked in a passage, visualize the text,
An example would be a phone number or a sequence of words in a sentence. Despite the quick disappearance of information, short-term memory is an essential step for retaining information in long-term memory stores. Without it, information would not be able to be relayed into long-term memory.
Chess experts, for example, can memorize more pieces of a chess game in progress than a novice chess player. [3] However, while there is some correlation between memory expertise and general intelligence , as measured by either IQ or the general intelligence factor , the two are by no means identical.
For example: VIBGYOR (or ROY G BIV) for the colours of the rainbow or H O M E S (Lake Huron, Lake Ontario, Lake Michigan, Lake Erie, Lake Superior) the Great Lakes. 3. Acrostic mnemonics The first letter of each word is combined to form a phrase or sentence – e.g. "Richard of York gave battle in vain" for the colours of the rainbow. 4. Model ...
For example, masked repetition priming, modality match during study and test, and the use of easy word-fragments in word-fragment recall are all perceptual manipulations which increase know responses. [15] An example of a conceptual manipulation which enhances know responses is when a prime item is semantically related to a target item. [15]
After the necessary repetitions of this process, one should be able to remember and visualize each of the places reliably and in order. If one wished to remember, for example, a speech, one could break up the content of the speech into images or signs used to memorize its parts, which would then be 'placed' in the locations previously memorized.
Every time the dog's head appeared the child had to press the corresponding letter as quickly and correctly as possible. Declarative learning was measured by "The War of the Ghosts" test, which is a recall test where the children were told a short story consisting of thirty-six sentences and had to then recall it immediately after hearing it.