Short-term memory is limited both in the amount of information it can hold at one time and in how long it can hold that information. Describe several strategies one might use to overcome the capacity and duration limitations of short-term memory. How might one use these strategies when studying course material?

Question

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Answer 1

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Capacity: Short-term memory can hold about seven chunks with variations up to plus or minus two chunks of information. Increasing the size of the chunks by grouping or relating larger amounts of information may help expand the capacity of short-term memory. For example, grouping or chunking a list of 12 vocabulary words into one or two sentences may be helpful, even if the sentences are somewhat nonsensical. Even applying a simple rhythm to a list of items during rehearsal may serve as a chunking device. Creating a sentence, story, or song from a list of items is an oft-used study technique.

Duration: Items may be held in short-term memory for only 15 to 25 seconds. Rehearsal is the key to extending the shelf life of items in short-term memory. Repeating a list of vocabulary words, stages in a sequence, or other ordered items is a frequent strategy immediately before a test. For example, one might repeat "sensorimotor, pre-op, concrete-op, formal-op" as a developmental psychology test is being distributed. Elaborative rehearsal serves to facilitate the transfer of short-term memory items to long-term memory. One might relate information one is learning to material one has learned in similar courses in the past. For example, one might consciously recall material from an educational psychology course when one is studying developmental psychology, or sociology material when one is preparing for a criminal justice test.