CBSE CLASS 11 PSYCHOLOGY CH 6 HUMAN MEMORY NCERT SOLUTIONS

NCERT Solutions for CBSE Class 11 Psychology Chapter 6 MEMORY

24 January 2025 by

Preeti goel

CBSE CLASS 11 PSYCHOLOGY CH 6 HUMAN MEMORY

NCERT SOLUTIONS CBSE CLASS 11 PSYCHOLOGY

CBSE CLASS 11 PSYCHOLOGY CH 6 MEMORY NCERT SOLUTIONS

We offer Different Solutions which students from Class 11 & 12 face during their CBSE boards exam preparations and also during their CUET UG preparations. Please check them out:

1. What is the meaning of the terms ‘encoding’, ‘storage’, and ‘retrieval’?

Encoding: Encoding is the first step in memory processing. It refers to the process of converting sensory input into a format that can be stored in the brain. When we experience something, it is recorded and transformed into a usable form so that it can be accessed later. This could involve converting visual information, sounds, or smells into a neural code that the brain can recognize and store.
Storage: Storage is the second stage of memory. After information has been encoded, it needs to be stored in the memory system so that it is available when needed. This stage refers to retaining information over a period of time. There are different durations for storage, ranging from very short (seconds to minutes) in short-term memory, to long-term (years or even a lifetime) in long-term memory.
Retrieval: Retrieval is the final stage of memory. It involves accessing and recovering stored information from memory when required. This process allows us to bring back information into conscious awareness to perform various tasks like decision-making, problem-solving, or answering questions.

2. How is information processed through sensory, short-term, and long-term memory systems?

Sensory Memory: Sensory memory is the initial stage of memory processing. It holds sensory information (like visual images or sounds) for a very brief period—usually less than a second. Sensory memory has a large capacity, but the information fades quickly if not attended to. This system acts like a filter, briefly holding incoming information before deciding whether it is worth further processing.
Short-term Memory (STM): Once attention is directed to certain sensory information, it enters short-term memory, which holds a small amount of information for a short duration (usually around 30 seconds). STM primarily encodes information acoustically (based on sound), and if the information is rehearsed, it can remain in STM. Without rehearsal, the information fades quickly, or it may be replaced by new information.
Long-term Memory (LTM): If information in STM is meaningful or rehearsed enough, it moves to long-term memory, where it can be stored indefinitely. LTM has a vast capacity and stores all the knowledge, experiences, and facts we've learned throughout our lives. Information in LTM is typically encoded semantically, meaning it is stored in terms of its meaning, which makes it easier to retrieve later.

3. How are maintenance rehearsals different from elaborative rehearsals?

Maintenance Rehearsals: Maintenance rehearsal involves repeating information over and over to keep it active in the short-term memory. For example, repeating a phone number to yourself to remember it temporarily. This form of rehearsal does not involve any deep processing of the material; rather, it is just focused on retaining the information in STM for a brief period. However, if the repetition stops, the information is quickly lost.
Elaborative Rehearsals: Elaborative rehearsal involves connecting new information to information already stored in long-term memory. For example, to remember the meaning of the word "humanity," you might connect it with related concepts like "compassion," "truth," or "empathy." By making these connections, the information is processed at a deeper level, leading to better retention and a stronger memory trace in long-term memory.

4. Differentiate between declarative and procedural memories.

Declarative Memories: Declarative memory involves facts, events, and concepts that can be consciously recalled and verbally described. It is often referred to as explicit memory because the information is explicitly available for recall. Examples of declarative memories include remembering historical events (e.g., India’s independence in 1947) or simple facts (e.g., the capital of France is Paris).
Procedural Memories: Procedural memory, also known as implicit memory, relates to skills and tasks that are learned through practice and experience. This type of memory involves how to do things, like riding a bicycle, playing the piano, or cooking a recipe. Procedural memories are not as easy to verbalize because they are learned through doing rather than consciously memorizing.

5. Describe the hierarchical organization in long-term memory.

Long-term memory organizes information in a hierarchical manner. The basic unit of memory is a concept, which refers to mental categories of objects or events that share common characteristics. Concepts are further grouped into larger frameworks called schemas, which are mental structures that organize and interpret information. These schemas allow people to understand and predict how things work in the world.
In 1969, researchers Allan Collins and Ross Quillian proposed a hierarchical model of long-term memory. According to this model, knowledge is stored in a network of concepts (called nodes) connected by links that represent relationships between concepts. This network structure suggests that the retrieval of information occurs through the activation of nodes in this hierarchical network.

6. Why does forgetting take place?

Forgetting is the loss or inability to recall information over time. There are two main reasons why forgetting occurs:
- Trace Decay: The memory trace, or the physical representation of information in the brain, fades over time if not used or rehearsed. The longer the information remains unused, the more likely it is to be forgotten.
- Interference: New information may interfere with the recall of older information. There are two types of interference: proactive interference (where old information makes it harder to remember new information) and retroactive interference (where new information makes it harder to remember old information).
- Forgetting can also happen if there are inadequate retrieval cues, meaning the triggers to access the memory are either missing or not useful.

7. How is retrieval-related forgetting different from forgetting due to interference?

Retrieval Failure: This occurs when the information is stored in memory but cannot be accessed because of missing or ineffective retrieval cues. For example, you may remember a friend's face but cannot recall their name because the cue (their name) is not strong enough or accessible at the moment.
Interference: According to interference theory, forgetting happens when other memories conflict with the retrieval of the information you want. For example, if you learned a new phone number and then forget the old one, it could be because the new information is interfering with the recall of the old memory.

8. What evidence do we have to say that ‘memory is a constructive process’?

Research by Frederic Bartlett suggests that memory is not a passive process of simply recording information. Instead, it is constructive, meaning we actively reconstruct memories based on our experiences, knowledge, and expectations. Bartlett's experiments showed that when people recall a story or event, they often alter details to make the memory more consistent with what they already know or believe.
Bartlett used the term schema to explain this process. A schema is an organized framework of prior knowledge and experiences that influences how we encode, store, and retrieve new information. When recalling something, we use our existing schemas to fill in gaps and interpret the information, which may result in changes to the memory.

9. Define mnemonics? Suggest a plan to improve your own memory.

Mnemonics are memory aids that help you encode, store, and retrieve information more effectively. They often involve using imagery, patterns, or associations to make information easier to remember. Some common mnemonic techniques include acronyms (e.g., "PEMDAS" for the order of operations in math), visualization (e.g., imagining a story to remember a list), and the method of loci (e.g., associating information with specific locations).
Improvement Plan:
1. Deep Processing: Engage in deep-level processing by asking questions about the information and relating it to what you already know. This helps connect new information to existing knowledge, making it easier to recall.
2. Use Mnemonics: Use mnemonics to create associations that will help you remember complex information.
3. Practice Retrieval: Regularly test yourself by recalling the information you want to remember. This strengthens memory retrieval and reduces forgetting.
4. Stay Organized: Break information into smaller chunks and organize it in a meaningful way (e.g., categorizing concepts or creating mind maps).

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