Question
José wants to do well on his final exam. What can he do to increase working and long-term memory?
Increase(s) Long-Term Memory
skim the chapter again
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group concepts into meaningful units
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self-test
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repetition
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Increase(s) Working Memory
Increase(s) Long-Term Memory
skim the chapter again
Press Space to open
group concepts into meaningful units
Press Space to open
self-test
Press Space to open
repetition
Press Space to open
Increase(s) Working Memory
Answers
GPT-5 mini
Short answer: Use active, organized, and spaced practice for long‑term memory; use chunking and reduced distraction for working memory. Below I classify the items you listed and give quick, practical tips José can use.
Classification of your items
- Group concepts into meaningful units — increases long-term memory (better organization/elaboration) and also helps working memory (chunking increases effective capacity).
- Self-test — increases long-term memory (retrieval practice is one of the strongest ways to cement learning).
- Repetition — increases long-term memory only if it’s spaced and active; simple rereading or massed repetition (cramming) is much less effective.
- Skim the chapter again — does not reliably increase long-term memory (skimming is shallow). It may give brief familiarity (a short‑term boost) but is a poor strategy for durable learning.
Concrete, evidence‑based steps José should follow
For long‑term memory
- Use retrieval practice: quiz himself, use flashcards, practice problems, or explain concepts without notes.
- Space study sessions across days (distributed practice), not one long cram session.
- Organize and elaborate: group related ideas, make concept maps, create examples and analogies.
- Use interleaving: mix related topics rather than studying one topic in a single block.
- Use mnemonics for lists or hard facts.
- Prioritize sleep (consolidation happens during sleep), regular exercise, and good nutrition.
For working memory (immediate mental capacity and performance)
- Chunk information into meaningful units to reduce load (e.g., group steps or ideas).
- Reduce distractions and multitasking during study.
- Use external aids (notes, outlines, diagrams) to offload storage demands.
- Practice relevant tasks so they become more automatic (automation reduces working‑memory demands).
- Manage stress and get adequate sleep; acute stress impairs working memory.
Study plan suggestion (simple)
- Day 1: Read actively (not skim)—create an outline and group concepts.
- Days 2–n: Use spaced retrieval practice (self‑testing, flashcards, practice problems) and review weak areas.
- Night before exam: light review and early sleep rather than all‑night cramming.
If you want, I can turn this into a one‑week study schedule José can follow before his final.
Classification of your items
- Group concepts into meaningful units — increases long-term memory (better organization/elaboration) and also helps working memory (chunking increases effective capacity).
- Self-test — increases long-term memory (retrieval practice is one of the strongest ways to cement learning).
- Repetition — increases long-term memory only if it’s spaced and active; simple rereading or massed repetition (cramming) is much less effective.
- Skim the chapter again — does not reliably increase long-term memory (skimming is shallow). It may give brief familiarity (a short‑term boost) but is a poor strategy for durable learning.
Concrete, evidence‑based steps José should follow
For long‑term memory
- Use retrieval practice: quiz himself, use flashcards, practice problems, or explain concepts without notes.
- Space study sessions across days (distributed practice), not one long cram session.
- Organize and elaborate: group related ideas, make concept maps, create examples and analogies.
- Use interleaving: mix related topics rather than studying one topic in a single block.
- Use mnemonics for lists or hard facts.
- Prioritize sleep (consolidation happens during sleep), regular exercise, and good nutrition.
For working memory (immediate mental capacity and performance)
- Chunk information into meaningful units to reduce load (e.g., group steps or ideas).
- Reduce distractions and multitasking during study.
- Use external aids (notes, outlines, diagrams) to offload storage demands.
- Practice relevant tasks so they become more automatic (automation reduces working‑memory demands).
- Manage stress and get adequate sleep; acute stress impairs working memory.
Study plan suggestion (simple)
- Day 1: Read actively (not skim)—create an outline and group concepts.
- Days 2–n: Use spaced retrieval practice (self‑testing, flashcards, practice problems) and review weak areas.
- Night before exam: light review and early sleep rather than all‑night cramming.
If you want, I can turn this into a one‑week study schedule José can follow before his final.