NIOS Class 12 Psychology Chapter 8 Human Memory

NIOS Class 12 Psychology Chapter 8 Human Memory Solutions English Medium As Per New Syllabus to each chapter is provided in the list so that you can easily browse throughout different chapters NIOS Class 12 Psychology Chapter 8 Human Memory Notes and select need one. NIOS Class 12 Psychology Chapter 8 Human Memory Solutions English Medium Download PDF. NIOS Study Material of Class 12 Psychology Notes Paper Code: 328.

NIOS Class 12 Psychology Chapter 8 Human Memory

Also, you can read the NIOS book online in these sections Solutions by Expert Teachers as per National Institute of Open Schooling (NIOS) Book guidelines. These solutions are part of NIOS All Subject Solutions. Here we have given NIOS Class 12 Psychology Notes, NIOS Senior Secondary Course Psychology Solutions in English for All Chapter, You can practice these here.

Human Memory

Chapter: 8

PART – I

Module – 2: Basic Psychological Processes

Intext Questions 8.1

1. An individual’s record of past events and experiences is:

(a) Learning.

(b) Perception.

(c) Memory.

(d) Sensation.

Ans: (c) Memory.

2. Which one of the following is not included in the stages of memory?

(a) Encoding.

(b) Rehearsal.

(c) Storage.

(d) Retrieval.

Ans: (b) Rehearsal.

3. Recall and ________ are the two types of retrieval.

Ans: Recognition.

Intext Questions 8.2

1. Information processing model was proposed by _________ and _________.

Ans: Atkinson and Shiffrin.

2. Sensory memory has _______ duration and _______ capacity.

Ans: Shorter and Large.

3. Elaborative rehearsal is used to transfer the information from sensory memory to short term memory. (True/False)

Ans: False.

4. Procedural memory is a subtype of implicit memory. (True/False)

Ans: True.

Intext Questions 8.3

1. Hermann Ebbinghaus utilised the concept of nonsense syllables or _______  trigrams in his experiment on forgetting.

Ans: CVC.

2. When the old information is difficult to recall because it is blocked by the new information, it is called ________ interference.

Ans: Retroactive.

3. The acronym PQRST stands for Preview, Question, _______ , Self-recitation, and_______ .

Ans: Read and Test.

TERMINAL EXERCISES

1. Define the nature and processes of memory.

Ans: Nature of Memory:

Origin of the Word: The word “Memory” originates from the Latin terms ‘memoria’ and ‘memor’, which translate to “mindful” and “remembering” respectively.

Definition: Memory is defined as the active psychological process of maintaining and retaining information over time. It serves as a mental bridge, allowing us to draw on past experiences to guide and assist our actions in the present.

Complexity: Memory is not a single, isolated function; it is a central cognitive process that handles a vast amount of incoming information in different forms, such as echoic (auditory), iconic (visual), and semantic (meaning-based) formats.

Core Functions: Memory serves three crucial functions in our lives:

(i) It provides a sense of continuity for our consciousness.

(ii) It helps us solve immediate problems by utilizing our learned skills.

(iii) It enriches our social and emotional interactions through effective future planning.

Processes of Memory (The 3R’s)

Memory operates through three sequential stages, often referred to as the 3R’s (Register, Retain, and Retrieve):

(i) Encoding (Registration): This is the initial stage where raw sensory information from our environment is registered and converted into a form (neural code) that can be easily accepted by our memory system. It involves three basic steps: receiving, processing, and combining incoming environmental cues.

(ii) Storage (Retention): Once information is successfully encoded, it must be stored. Storage is the process of converting this temporary incoming information into permanent mental records so that we can access it at a later date. This is achieved through either simple repetition (maintenance rehearsal) or by building meaningful associations (elaborative rehearsal).

(iii) Retrieval (Recall or Recognition): This is the final stage where we locate, access, and pull our stored information out of our mental warehouse and bring it back into active conscious awareness when needed.

2. Elaborate on Atkinson and Shiffrin’s model of information processing.

Ans: Proposed by Richard Atkinson and Richard Shiffrin, this model is widely known as the Information Processing Model (or the Stage Model of Memory). 

This framework suggests that human memory works very similarly to a computer system, where incoming information must pass through three distinct storage systems:

(i) Sensory Memory:

Inflow of Information: This is the first entry point for environmental stimuli received through our sense organs.

Capacity & Duration: It has a very large capacity (because we are constantly surrounded by sights and sounds), but an extremely short duration of less than one second.

Attention Filter: We only retain and pass this information to the next stage if we actively pay attention to it. For example, the distant rumble of traffic or the hum of a ceiling fan registers in our sensory memory, but is instantly discarded unless we focus on it.

(ii) Short-Term Memory (STM)

Active Working Mind: Information that receives active attention from our sensory memory enters our STM.

Capacity & Duration: STM holds a highly limited amount of information for a brief duration, typically under 30 seconds.

Rehearsal Types: To prevent information in STM from decaying, we must actively rehearse it. The model highlights two types of rehearsals:

(i) Maintenance Rehearsal: Consists of constant repetition of information (rote learning) to keep it active in our immediate consciousness for a short period.

(ii) Elaborative Rehearsal: A deeper, more meaningful rehearsal where we deliberately connect new incoming information with already existing knowledge stored in our memory.

(iii) Long-Term Memory (LTM):

The Permanent Storehouse: Information from STM enters LTM through deep, elaborative rehearsal.

Capacity & Duration: It has a vast, virtually unlimited capacity and can store information for an unlimited duration (permanently).

Meaning-Based Storage: Once information enters LTM, it is rarely forgotten because it is encoded semantically (meaning that it is stored based on its conceptual meaning and personal significance rather than raw physical details).

3. Describe forgetting and its causes.

Ans: Forgetting is defined as the inability to successfully retrieve or recall previously learned and stored information from our memory system when it is needed. Hermann Ebbinghaus was the first psychologist to systematically study forgetting, using lists of nonsense syllables (CVC trigrams) to track how memory fades over time.

The textbook details two primary scientific theories that explain the causes of forgetting:

(i) Trace Decay Theory (Disuse Theory):

The Concept: This theory suggests that whenever we learn or memorize something new, it leaves a relatively permanent physical/chemical change in our Central Nervous System (brain). These physical records are called memory traces.

The Cause: According to disuse theory, if these memory traces are not used or recalled regularly, they naturally tend to fade away and disappear over time, resulting in forgetting.

Criticism: While intuitive, this theory is criticized. If forgetting were solely due to the passage of time and disuse, we would forget more after a period of activity than after sleeping. However, experimental studies show that we actually retain information much better if we sleep immediately after learning it, which contradicts simple decay theory.

(ii) Interference Theory:

The Concept: This theory argues that forgetting is not caused by the passage of time, but by competition and conflict between different sets of learned information stored in our mind.

The Cause: When different associations compete during retrieval, they block each other out. There are two major types of interference:

Proactive Interference (Forward-Moving): This occurs when previously learned (old) information actively interferes with and blocks our ability to recall newly learned information.

Example: If you change your car’s registration plate, when asked for your number, you accidentally give your old car number.

Retroactive Interference (Backward-Moving): This occurs when newly acquired information blocks and makes it difficult for us to recall old, previously stored information.

Example: After using your new mobile number for a few months, you suddenly find yourself completely unable to recall the old mobile number you used for years.

4. Discuss the various techniques of enhancing memory.

Ans: Because humans rely heavily on memory for daily functioning, psychologists have developed highly effective strategies, known as mnemonics, to enhance retention and retrieval:

(i) The Keyword Method: This technique involves learning new, unfamiliar words by linking them with similar-sounding words in your mother tongue or familiar languages. Forming these auditory and visual connections makes retrieval much faster than mechanical rote learning.

(ii) The Method of Loci: This method requires you to mentally place the items you want to remember as visual images inside a familiar physical space (like your home, room, or kitchen) in a specific sequence. When you need to retrieve the items (e.g., a grocery list of bread, eggs, and soap), you simply take a “mental walk” through your familiar physical route and collect the images.

(iii) Chunking (Organization): Chunking is the process of combining several independent, smaller units of information into larger, highly meaningful “chunks”.

Example: Trying to memorize a 16-digit string like 1947195019841962 is incredibly difficult. However, chunking it into four landmark historical years (1947-Independence, 1950-Constitution, 1984-Smt. Indira Gandhi, 1962-Indo-China war) makes it effortless to remember.

(iv) Minimizing Interference: Since similar subjects cause high interference, you should arrange your study schedule to avoid studying highly similar topics back-to-back. If this is not possible, you should distribute your practice by taking regular rest periods while studying.

(v) Utilizing Retrieval Cues: When studying, identify key tags, highlights, or cues within your material and link different topics to these cues. These cues are much easier to remember and will quickly pull the entire associated content from your memory during exams.

(vi) The PQRST Method: Developed by Thomas and Robinson, this is a highly structured study system designed specifically for students to boost academic retention. 

The acronym stands for:

Preview: Taking a quick, cursory look at the chapter to familiarize yourself with its headings.

Question: Actively raising questions and identifying what you want to seek from the lesson.

Read: Reading the chapter carefully while actively searching for answers to your questions.

Self-recitation: Rewriting, summarizing, and repeating what you have read in your own words.

Test: Testing yourself at the end to evaluate how much you have retained.

5. What is the role of learning and memory in daily life tasks and why are they essential mental processes for good academic performance?

Ans: Role in Daily Life Tasks:

Survival and Adaptation: Learning and memory work hand-in-hand to help us survive and successfully navigate daily tasks. While learning helps us acquire new behaviors through training or experience, memory ensures we can store and retrieve these skills when required.

Example: If you learn how to drive a car once, you may not drive it every single day. However, when an emergency arises and you need to rush a loved one to the hospital, your memory instantly retrieves those learned driving rules and motor coordination skills so you can take immediate action.

Essential for Good Academic Performance:

The Cycle of Success: Academic success depends entirely on a student’s ability to first learn the study material thoroughly, store it systematically in LTM, and then retrieve it without failure or confusion during an exam.

Stage Dependence: As the textbook highlights, an interruption or weakness at any stage of memory (poor encoding, lack of rehearsal during storage, or lack of retrieval cues) directly leads to forgetting and academic failure. Therefore, understanding and training these mental processes is absolutely essential for students to optimize their study hours and perform well in exams.