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Class 11 Chapter 7 NCERT Solutions VC

The document discusses human memory and provides answers to questions about the encoding, storage, and retrieval processes of memory. It defines sensory memory, short-term memory, and long-term memory and how information is processed through each. It also differentiates between maintenance rehearsals and elaborative rehearsals, as well as declarative and procedural memories. The hierarchical organization of long-term memory and theories of forgetting are described.

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43 views3 pages

Class 11 Chapter 7 NCERT Solutions VC

The document discusses human memory and provides answers to questions about the encoding, storage, and retrieval processes of memory. It defines sensory memory, short-term memory, and long-term memory and how information is processed through each. It also differentiates between maintenance rehearsals and elaborative rehearsals, as well as declarative and procedural memories. The hierarchical organization of long-term memory and theories of forgetting are described.

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Shaina Verma
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© © All Rights Reserved
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PSYCHOLOGY

CLASS 11
CHAPTER 7- HUMAN MEMORY
NCERT SOLUTIONS
1. What is the meaning of the terms 'encoding', 'storage' and 'retrieval'?
Answer:
The meaning of the terms encoding, storage and retrieval are as follows:
(i) Encoding - It refers to the first stage of memory in which information is recorded and
registered for the first time, in order to be used by memory systems. The external stimulus
generates neural impulses in sensory organs during encoding which helps to receive the
information and process it in different areas of the brain, in order to derive a meaning and
represent it to be processed further.
(ii) Storage - It is the second stage of memory in which the encoded information is stored
and retained over a period of time to be used later.
(iii) Retrieval - It is the third stage and refers to bringing the stored information into
awareness in order to be able to perform the cognitive tasks.
2. How is information processed through sensory, short-term and long-term memory
systems?
Answer:
The information is processed through sensory, short-term and long-term memory systems
in the following ways:
(i) Sensory Memory - The incoming information enters through sensory memory which has
a large capacity but is of very short duration of less than a second. It registers information
from each of the senses with a reasonable accuracy.
(ii) Short-term Memory - It refers to the system that holds small amount of information for
a brief period of time. According to Atkinson and Shiffrin, the information is primarily
encoded acoustically and unless it is rehearsed continuously, the information gets lost
within 30 seconds.
(iii) Long-term Memory - The information that survives in short term memory enters the
long-term memory system. Once information enters here, it is never forgotten as it gets
encoded semantically. Thus, it is a permanent storehouse of all the information.
3. How are maintenance rehearsals different from elaborative rehearsals?
Answer:
• Maintenance rehearsals maintain the information through repetition. The
information is lost when the repetition is discontinued.
• The short-term memory system uses maintenance rehearsal to retain the
information for a longer duration and it is carried through silent or vocal repetition.
• On the other hand, elaborative rehearsals associate the information that is to be
retained with the already existing information in long-term memory. The
permanence of new information is determined by the number of associations that is
created around it.
• The incoming information is organised in many different ways by expanding the
logical framework and creating a mental image.
4. Differentiate between declarative and procedural memories?
Answer:
Declarative Memory Procedural Memory

5. Describe the hierarchical organisation in long-term memory?


Answer:
• The hierarchical organisation in long term memory was suggested by Allan Collins
and Roses Quillian. They observed that the knowledge in long-term memory is
organised hierarchically in a networked structure.
• The elements of this structure are concepts known as nodes. The connections
between nodes are called labelled relationships that indicate category membership
or concept attributes.
• According to this view, all the knowledge can be stored at a certain level, which
applies to all the members of a category without repeating that information at the
lower levels in the hierarchy. It ensures efficient use of long-term memory through
cognitive economy.
6. Why does forgetting take place?
Answer:
Forgetting takes place because of a sharp drop in memory. The following are the different
theories that have been put forward to explain the causes of forgetting:
(i) Forgetting due to trace decay - It is the earliest theory of forgetting which assumes that
the memory leads to modification in the central nervous system. This is akin to physical
changes in the brain called memory traces. These traces later fade away and become
unavailable when they are not used for a long time.
(ii) Forgetting due to interference - This theory suggests that forgetting is due to
interference between various information that are contained in the memory store.
Interference occurs when the sets of associations that are formed during learning and
memorising compete with each other for retrieval.
Proactive interference is a result of earlier information that interferes with subsequent
learning while Retroactive interference occurs when new information interrupts the
recalling of earlier information.
(iii) Forgetting due to retrieval failure - The contents of memory may become inaccessible
either due to inappropriateness or absence of
retrieval cues at the time of recall.
7. How is retrieval related forgetting different from forgetting due to interference?
Answer:
Retrieval related forgetting takes place when the contents of memory become inaccessible
either due to absence or inappropriateness of retrieval cues during the time of recall. It is
different from forgetting due to interference as interference suggests interruption between
the associations of information that are contained in memory in order to compete with each
other for retrieval.
8. What evidence do we have to say that 'memory is a constructive process'?
Answer:
• Memory is a constructive process as the information that is stored undergoes
modification according to past knowledge and schema. Schema refers to active
organisation of past reactions and experiences.
• Bartlett pointed that the memorised information is influenced by the meaning that is
assigned to the stimulus material. It cannot remain in isolation from other cognitive
processes after it is committed to the memory system.
• Furthermore, Bartlett also presented some experiments in which the reading of
stimulus materials was followed by fifteen minutes break and the participants had to
recall what they read. They altered the texts to make them more consistent with
their knowledge and transformed the material in a more rational and better way.
Therefore, it can be concluded that memory is a constructive process as the stored
information is dynamic and changes or modifies from time to time.
9. Define mnemonics? Suggest a plan to improve your own memory.
Answer:
Mnemonics are processes to enhance memory by using images or emphasising the
organisation of the learnt behaviour. In order to improve memory, two easy methods can be
used based on the kind of material to be learnt. These are:
(i) Words-Words can be learnt by relating them to form sentences. For example, the words
are-shoe, pen, teacher, books, table. These words can be arranged as-I was gifted a new pair
of shoes and a pen by my teacher. However, after looking at my dirty books, she asked
me to stand on the table. This method helps to learn the words easily.
(ii) Chapters-Chapters or lessons can be learnt by first reading and then writing them. This
enables continuous recall of information. After enough practice, most chapters can be
recalled.

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