{"id":117,"date":"2018-01-19T19:21:46","date_gmt":"2018-01-19T19:21:46","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-mcc-cos2master\/chapter\/the-role-of-memory\/"},"modified":"2019-11-15T20:15:33","modified_gmt":"2019-11-15T20:15:33","slug":"the-role-of-memory","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/chapter\/the-role-of-memory\/","title":{"raw":"The Role of Memory","rendered":"The Role of Memory"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Memory Games<\/h3>\r\nStudy the list of items for two minutes and then see how many you can write down without looking at the list.\r\n<table style=\"border-collapse: collapse;width: 100%\" border=\"1\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 25%\">shampoo\r\n\r\nchicken\r\n\r\ntrain\r\n\r\nbike\r\n\r\nhot dog<\/td>\r\n<td style=\"width: 25%\">comb\r\n\r\ncarrot\r\n\r\nairplane\r\n\r\ncake\r\n\r\ntweezers<\/td>\r\n<td style=\"width: 25%\">car\r\n\r\nice cream\r\n\r\nshower gell\r\n\r\napple\r\n\r\nboat<\/td>\r\n<td style=\"width: 25%\">hair spray\r\n\r\nbus\r\n\r\nshrimp\r\n\r\njet ski\r\n\r\nmake up<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nNow, create a story with the items in the list. The story doesn't need to make sense. Just visualize the items as you create the story. After two minutes, try to recall the list of words again. How many items did you remember? Did you remember more items with the story method than without it? The same story memorizing game can be used with a list of facts or words you need to memorize for a class.\r\n\r\nLook at the list again and notice that all the items fit into three categories: transportation, food, or grooming. Now, study the words based on their categories. After two minutes, write down as many as you can remember. Did you remember more or less than when you created a story? How could you use this technique with a class or classes you are taking this semester?\r\n\r\n<\/div>\r\n<div><img class=\"aligncenter wp-image-2761\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2932\/2018\/01\/17235951\/abstract-1392404_960_720-300x148.jpg\" alt=\"image of glowing purple web, a connected network depicted abstractly\" width=\"436\" height=\"215\" \/><\/div>\r\n<blockquote>\r\n<div style=\"text-align: center\"><span style=\"color: #000000\"><strong><em>Memory is more indelible than ink.\u00a0\u2015Anita Loos, author and screenwriter<\/em><\/strong><\/span><\/div><\/blockquote>\r\n<div class=\"textbox shaded\">\r\n\r\n<em>Jennifer felt anxious about an upcoming history exam. This would be her first test\u00a0in a college class, and she wanted to do well. Jennifer took lots of notes during class and while reading the textbook. In preparation for the exam, she had tried to review all five textbook chapters along with all of her notes.\u00a0<\/em>\r\n\r\n<em>The morning of the exam, Jennifer felt nervous and unprepared. After so much studying and review, why wasn't she more confident?\u00a0<\/em>\r\n\r\n<\/div>\r\n<h2>Knowing What\u00a0to\u00a0Know<\/h2>\r\nJennifer\u2019s mistake was in trying to master <em>all<\/em> of the course material.\u00a0Whether students take one or more than one class, it's simply impossible to\u00a0retain every single\u00a0particle of information they encounter in\u00a0a textbook or lecture. Instructors don't generally\u00a0give\u00a0open-book exams or allow their students to\u00a0preview the\u00a0quizzes or tests ahead of time, so how can you\u00a0decide what to study and \"know what to know\"? The answer is to prioritize what you're trying to learn and to memorize, rather than trying to tackle all of it. Below are some helpful strategies to identify what's important.\r\n<ul>\r\n \t<li style=\"font-weight: 400\"><strong>Think about concepts rather than\u00a0facts<\/strong>: From time to time, you'll need to memorize cold, hard facts, such as a list of math\u00a0equations\u00a0or a vocabulary list in Spanish class. Most of the time, though, instructors will care much more that you are learning about the key\u00a0concepts in a subject or course, for example how photosynthesis works, how to write a thesis statement, the causes of the French Revolution, and so on.<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>Take cues from your instructor<\/strong>: Pay attention to what your instructor writes on the board or includes in study guides and handouts. Although these may sometimes be short lists of words and phrases, they are likely core concepts that you'll want to focus on. Also, instructors\u00a0tend to refer to important concepts repeatedly during class, and they may even tell you what's important to know before an exam or other assessment.<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>Look for key terms<\/strong>: Textbooks will often put key terms in bold or italics. These terms and their definitions are usually\u00a0important and can\u00a0help you remember larger\u00a0concepts.<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>Use summaries<\/strong>: Textbooks often have summaries or study guides at the end of\u00a0each chapter. These summaries are a good way to check in and see whether you grasp the main\u00a0elements of the reading. If no summary is available, try to\u00a0write your own because you'll learn much more by writing about what you read than by reading alone.<\/li>\r\n<\/ul>\r\n<div class=\"textbox exercises\">\r\n<h3>Identifying the Main Course Content<\/h3>\r\n<ul>\r\n \t<li>Describe several\u00a0situations in which you struggled to learn and retain new material in a class. Was there a particular type of content that was more challenging compared with\u00a0others?<\/li>\r\n \t<li>Explain at least two strategies for identifying the main course content that you could use moving forward for studying.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Short-Term and Long-Term Memory<\/h2>\r\nSometimes students will feel confident understanding new material they just learned. Then, weeks later before an exam, they find that they can only remember what the instructor covered during the last few days, and the earlier material has vanished from their mind. Most likely those students didn't\u00a0consistently and regularly review the material, so what they initially learned never made it to long-term memory.\r\n\r\nResearch indicates that people forget 80 percent of what they learn only a day later.[footnote]Student Counseling Service.\u00a0\"Long and Short Term Memory.\" The University of Chicago. 2016. Web. 10 Feb 2016.[\/footnote] This statistic may\u00a0not sound very encouraging, given all that you're expected\u00a0to learn and remember\u00a0as a college student. Really, though, it points to the importance of regularly using different studying approaches rather than waiting until\u00a0the night before a final exam to review a semester's worth of readings and notes. When you learn something new, the goal is to \"lock it in\"\u00a0and move it from short-term memory, where it starts out, to long-term memory, where it can be accessed much later.\r\n\r\nBelow are some\u00a0strategies for transferring short-term memory to\u00a0long-term memory:\r\n<ul>\r\n \t<li style=\"font-weight: 400\"><strong>Start reviewing new material immediately<\/strong>: Remember that people typically forget a significant amount of new information not too long after learning it. As a student, you can benefit from starting to study new material right away. If you're introduced to new concepts in class, for example, don't wait! Start reviewing your notes and doing the\u00a0related reading assignments immediately.<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>Study frequently for shorter periods of time<\/strong>: Once information becomes a part of long-term memory, you're\u00a0more likely to remember it. If you want to improve the odds of recalling course material by the time of an\u00a0exam, try reviewing it a little bit every day.\u00a0Building up your knowledge and recall this way can also help you avoid needing to \"cram\" and feeling overwhelmed by everything you may have forgotten.<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>Use repetition<\/strong>: This strategy is linked to\u00a0studying material frequently for shorter periods of time. Mastery comes with practice, and at some point skills become second nature. Academic learning is no different: If you spend enough time with important course concepts and practice them often, you will know them in the same way you know how to ride a bike or tie your shoes, almost without thinking about them.<\/li>\r\n<\/ul>\r\n<img class=\"aligncenter wp-image-4408 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4279\/2018\/01\/15175717\/12641256623_efa96fd8fb_k-300x194.jpg\" alt=\"\" width=\"300\" height=\"194\" \/>\r\n<h2>Strengthening Your Memory<\/h2>\r\nIn addition to zeroing in on the main concepts you learn in class and transferring them\u00a0from short-term to long-term memory, students can improve their memories through practice in much the same way they build muscle through exercise. Below\u00a0are some strategies that can aid memory:\r\n<ul>\r\n \t<li style=\"font-weight: 400\"><strong>Incorporate visuals<\/strong>: Visual aids like note cards, concept maps, and highlighted text\u00a0are ways of making information stand out. Because they are shorter and more concise, they have the advantage of making the information to be memorized seem more manageable and less daunting than an entire textbook chapter, for example. Some students write key terms on note cards and hang them around their desk or mirror so that they routinely see them and study them.<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>Create mnemonics<\/strong>: Memory devices, known as mnemonics, can help students retain information while only needing to remember a unique phrase or letter pattern that stands out. For example, the mnemonic \u201cROYGBIV\u201d could help students remember the order of the colors of a rainbow (red, orange, yellow, green, blue, indigo, violet).<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>Get quality\u00a0sleep<\/strong>: Although some people require more or less sleep than the recommended amount, most people should aim for six to eight hours every\u00a0night. School puts a lot of demands on the brain, and, like tired\u00a0muscles after a long workout, your\u00a0brain needs to rest after being exercised and taking in all sorts of new information during the day. A good night's sleep can\u00a0help you\u00a0remember more and feel prepared for learning the next day.<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>Connect new information to old information<\/strong>: Take stock of what information is already stored in long-term memory and use it\u00a0as a foundation for learning newer information. It's easier to remember new information if you can connect it to old information or to a familiar frame of reference. For example, if you are taking a sociology class and are learning about different types of social groups, you may\u00a0be able to think of examples from your own experience that relate to the different types.<\/li>\r\n<\/ul>\r\nMemory also relies on effective studying behaviors, like choosing where you study, how you study, and with whom you study. The following video provides specific studying strategies that can improve\u00a0your memory.\r\n\r\nhttps:\/\/youtu.be\/V27wtqYYCsk\r\n\r\n&nbsp;\r\n<div class=\"textbox examples\">\r\n<h3>Memory SCENARIOS<\/h3>\r\nDiscuss the following memory scenarios as a group. Come up with memory strategies for each scenario. Be prepared to share the strategies you choose.\r\n<ol>\r\n \t<li>You have a history midterm on the first 12 chapters.<\/li>\r\n \t<li>You are taking a required class and you are losing interest.<\/li>\r\n \t<li>You have several lists you need to know for an upcoming quiz.<\/li>\r\n \t<li>You meet someone from your career field and you want to make sure you remember their name.<\/li>\r\n \t<li>You read the chapter for your economics course and did not remember anything.<\/li>\r\n \t<li>A friend who is having trouble remembering content for her courses comes to you for help. What advice do you give?<\/li>\r\n<\/ol>\r\n<\/div>\r\n&nbsp;","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Memory Games<\/h3>\n<p>Study the list of items for two minutes and then see how many you can write down without looking at the list.<\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 25%\">shampoo<\/p>\n<p>chicken<\/p>\n<p>train<\/p>\n<p>bike<\/p>\n<p>hot dog<\/td>\n<td style=\"width: 25%\">comb<\/p>\n<p>carrot<\/p>\n<p>airplane<\/p>\n<p>cake<\/p>\n<p>tweezers<\/td>\n<td style=\"width: 25%\">car<\/p>\n<p>ice cream<\/p>\n<p>shower gell<\/p>\n<p>apple<\/p>\n<p>boat<\/td>\n<td style=\"width: 25%\">hair spray<\/p>\n<p>bus<\/p>\n<p>shrimp<\/p>\n<p>jet ski<\/p>\n<p>make up<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Now, create a story with the items in the list. The story doesn&#8217;t need to make sense. Just visualize the items as you create the story. After two minutes, try to recall the list of words again. How many items did you remember? Did you remember more items with the story method than without it? The same story memorizing game can be used with a list of facts or words you need to memorize for a class.<\/p>\n<p>Look at the list again and notice that all the items fit into three categories: transportation, food, or grooming. Now, study the words based on their categories. After two minutes, write down as many as you can remember. Did you remember more or less than when you created a story? How could you use this technique with a class or classes you are taking this semester?<\/p>\n<\/div>\n<div><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-2761\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2932\/2018\/01\/17235951\/abstract-1392404_960_720-300x148.jpg\" alt=\"image of glowing purple web, a connected network depicted abstractly\" width=\"436\" height=\"215\" \/><\/div>\n<blockquote>\n<div style=\"text-align: center\"><span style=\"color: #000000\"><strong><em>Memory is more indelible than ink.\u00a0\u2015Anita Loos, author and screenwriter<\/em><\/strong><\/span><\/div>\n<\/blockquote>\n<div class=\"textbox shaded\">\n<p><em>Jennifer felt anxious about an upcoming history exam. This would be her first test\u00a0in a college class, and she wanted to do well. Jennifer took lots of notes during class and while reading the textbook. In preparation for the exam, she had tried to review all five textbook chapters along with all of her notes.\u00a0<\/em><\/p>\n<p><em>The morning of the exam, Jennifer felt nervous and unprepared. After so much studying and review, why wasn&#8217;t she more confident?\u00a0<\/em><\/p>\n<\/div>\n<h2>Knowing What\u00a0to\u00a0Know<\/h2>\n<p>Jennifer\u2019s mistake was in trying to master <em>all<\/em> of the course material.\u00a0Whether students take one or more than one class, it&#8217;s simply impossible to\u00a0retain every single\u00a0particle of information they encounter in\u00a0a textbook or lecture. Instructors don&#8217;t generally\u00a0give\u00a0open-book exams or allow their students to\u00a0preview the\u00a0quizzes or tests ahead of time, so how can you\u00a0decide what to study and &#8220;know what to know&#8221;? The answer is to prioritize what you&#8217;re trying to learn and to memorize, rather than trying to tackle all of it. Below are some helpful strategies to identify what&#8217;s important.<\/p>\n<ul>\n<li style=\"font-weight: 400\"><strong>Think about concepts rather than\u00a0facts<\/strong>: From time to time, you&#8217;ll need to memorize cold, hard facts, such as a list of math\u00a0equations\u00a0or a vocabulary list in Spanish class. Most of the time, though, instructors will care much more that you are learning about the key\u00a0concepts in a subject or course, for example how photosynthesis works, how to write a thesis statement, the causes of the French Revolution, and so on.<\/li>\n<li style=\"font-weight: 400\"><strong>Take cues from your instructor<\/strong>: Pay attention to what your instructor writes on the board or includes in study guides and handouts. Although these may sometimes be short lists of words and phrases, they are likely core concepts that you&#8217;ll want to focus on. Also, instructors\u00a0tend to refer to important concepts repeatedly during class, and they may even tell you what&#8217;s important to know before an exam or other assessment.<\/li>\n<li style=\"font-weight: 400\"><strong>Look for key terms<\/strong>: Textbooks will often put key terms in bold or italics. These terms and their definitions are usually\u00a0important and can\u00a0help you remember larger\u00a0concepts.<\/li>\n<li style=\"font-weight: 400\"><strong>Use summaries<\/strong>: Textbooks often have summaries or study guides at the end of\u00a0each chapter. These summaries are a good way to check in and see whether you grasp the main\u00a0elements of the reading. If no summary is available, try to\u00a0write your own because you&#8217;ll learn much more by writing about what you read than by reading alone.<\/li>\n<\/ul>\n<div class=\"textbox exercises\">\n<h3>Identifying the Main Course Content<\/h3>\n<ul>\n<li>Describe several\u00a0situations in which you struggled to learn and retain new material in a class. Was there a particular type of content that was more challenging compared with\u00a0others?<\/li>\n<li>Explain at least two strategies for identifying the main course content that you could use moving forward for studying.<\/li>\n<\/ul>\n<\/div>\n<h2>Short-Term and Long-Term Memory<\/h2>\n<p>Sometimes students will feel confident understanding new material they just learned. Then, weeks later before an exam, they find that they can only remember what the instructor covered during the last few days, and the earlier material has vanished from their mind. Most likely those students didn&#8217;t\u00a0consistently and regularly review the material, so what they initially learned never made it to long-term memory.<\/p>\n<p>Research indicates that people forget 80 percent of what they learn only a day later.<a class=\"footnote\" title=\"Student Counseling Service.\u00a0&quot;Long and Short Term Memory.&quot; The University of Chicago. 2016. Web. 10 Feb 2016.\" id=\"return-footnote-117-1\" href=\"#footnote-117-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> This statistic may\u00a0not sound very encouraging, given all that you&#8217;re expected\u00a0to learn and remember\u00a0as a college student. Really, though, it points to the importance of regularly using different studying approaches rather than waiting until\u00a0the night before a final exam to review a semester&#8217;s worth of readings and notes. When you learn something new, the goal is to &#8220;lock it in&#8221;\u00a0and move it from short-term memory, where it starts out, to long-term memory, where it can be accessed much later.<\/p>\n<p>Below are some\u00a0strategies for transferring short-term memory to\u00a0long-term memory:<\/p>\n<ul>\n<li style=\"font-weight: 400\"><strong>Start reviewing new material immediately<\/strong>: Remember that people typically forget a significant amount of new information not too long after learning it. As a student, you can benefit from starting to study new material right away. If you&#8217;re introduced to new concepts in class, for example, don&#8217;t wait! Start reviewing your notes and doing the\u00a0related reading assignments immediately.<\/li>\n<li style=\"font-weight: 400\"><strong>Study frequently for shorter periods of time<\/strong>: Once information becomes a part of long-term memory, you&#8217;re\u00a0more likely to remember it. If you want to improve the odds of recalling course material by the time of an\u00a0exam, try reviewing it a little bit every day.\u00a0Building up your knowledge and recall this way can also help you avoid needing to &#8220;cram&#8221; and feeling overwhelmed by everything you may have forgotten.<\/li>\n<li style=\"font-weight: 400\"><strong>Use repetition<\/strong>: This strategy is linked to\u00a0studying material frequently for shorter periods of time. Mastery comes with practice, and at some point skills become second nature. Academic learning is no different: If you spend enough time with important course concepts and practice them often, you will know them in the same way you know how to ride a bike or tie your shoes, almost without thinking about them.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-4408 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4279\/2018\/01\/15175717\/12641256623_efa96fd8fb_k-300x194.jpg\" alt=\"\" width=\"300\" height=\"194\" \/><\/p>\n<h2>Strengthening Your Memory<\/h2>\n<p>In addition to zeroing in on the main concepts you learn in class and transferring them\u00a0from short-term to long-term memory, students can improve their memories through practice in much the same way they build muscle through exercise. Below\u00a0are some strategies that can aid memory:<\/p>\n<ul>\n<li style=\"font-weight: 400\"><strong>Incorporate visuals<\/strong>: Visual aids like note cards, concept maps, and highlighted text\u00a0are ways of making information stand out. Because they are shorter and more concise, they have the advantage of making the information to be memorized seem more manageable and less daunting than an entire textbook chapter, for example. Some students write key terms on note cards and hang them around their desk or mirror so that they routinely see them and study them.<\/li>\n<li style=\"font-weight: 400\"><strong>Create mnemonics<\/strong>: Memory devices, known as mnemonics, can help students retain information while only needing to remember a unique phrase or letter pattern that stands out. For example, the mnemonic \u201cROYGBIV\u201d could help students remember the order of the colors of a rainbow (red, orange, yellow, green, blue, indigo, violet).<\/li>\n<li style=\"font-weight: 400\"><strong>Get quality\u00a0sleep<\/strong>: Although some people require more or less sleep than the recommended amount, most people should aim for six to eight hours every\u00a0night. School puts a lot of demands on the brain, and, like tired\u00a0muscles after a long workout, your\u00a0brain needs to rest after being exercised and taking in all sorts of new information during the day. A good night&#8217;s sleep can\u00a0help you\u00a0remember more and feel prepared for learning the next day.<\/li>\n<li style=\"font-weight: 400\"><strong>Connect new information to old information<\/strong>: Take stock of what information is already stored in long-term memory and use it\u00a0as a foundation for learning newer information. It&#8217;s easier to remember new information if you can connect it to old information or to a familiar frame of reference. For example, if you are taking a sociology class and are learning about different types of social groups, you may\u00a0be able to think of examples from your own experience that relate to the different types.<\/li>\n<\/ul>\n<p>Memory also relies on effective studying behaviors, like choosing where you study, how you study, and with whom you study. The following video provides specific studying strategies that can improve\u00a0your memory.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"&quot;Studying Advice: Tips for College Students&quot; StudentMentor.org&#39;s Student Video Blog Series\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/V27wtqYYCsk?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox examples\">\n<h3>Memory SCENARIOS<\/h3>\n<p>Discuss the following memory scenarios as a group. Come up with memory strategies for each scenario. Be prepared to share the strategies you choose.<\/p>\n<ol>\n<li>You have a history midterm on the first 12 chapters.<\/li>\n<li>You are taking a required class and you are losing interest.<\/li>\n<li>You have several lists you need to know for an upcoming quiz.<\/li>\n<li>You meet someone from your career field and you want to make sure you remember their name.<\/li>\n<li>You read the chapter for your economics course and did not remember anything.<\/li>\n<li>A friend who is having trouble remembering content for her courses comes to you for help. What advice do you give?<\/li>\n<\/ol>\n<\/div>\n<p>&nbsp;<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-117\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Role of Memory. <strong>Authored by<\/strong>: Jolene Carr. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Studying Advice: Tips for College Students StudentMentor.org&#039;s Student Video Blog Series. <strong>Authored by<\/strong>: StudentMentor.org on YouTube. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/V27wtqYYCsk\">https:\/\/youtu.be\/V27wtqYYCsk<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Female student studying with tablet and writing. <strong>Authored by<\/strong>: Westchester Community College. <strong>Provided by<\/strong>: Westchester Community College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.flickr.com\/photos\/pubsoffice\/12641256623\/in\/photolist-kg4Kbp-k2vcGL-bLCZWB-bzaTKD-qGebxF-2ci6FAp-D5V7WX-br5r4M-HCxr74-DQneir-BPby5C-nX2BNf-bxJibW-bxcdKt-bxc7Sc-bfWZND-AvWzGj-XQwaHy-tpTWKi-bzaSQt-nV6PMd-YbQzRA-YbQzDb-pFpbt8-SvQjq1-c4anVY-YbQCXq-DrteNe-nEDZsq-ntMUMT-YbQzzo-c4anpS-br4Jsv-bmgdiq-XydJAF-MQFH9S-mfr4QL-br5S6a-br4GcR-bfX2fZ-pFnGZJ-bfWZvn-2dFKtVa-eqbsc9-bxcgCP-c4aruS-QARSr3-QARTBE-2cEcnR5-HQ3Kpg\">https:\/\/www.flickr.com\/photos\/pubsoffice\/12641256623\/in\/photolist-kg4Kbp-k2vcGL-bLCZWB-bzaTKD-qGebxF-2ci6FAp-D5V7WX-br5r4M-HCxr74-DQneir-BPby5C-nX2BNf-bxJibW-bxcdKt-bxc7Sc-bfWZND-AvWzGj-XQwaHy-tpTWKi-bzaSQt-nV6PMd-YbQzRA-YbQzDb-pFpbt8-SvQjq1-c4anVY-YbQCXq-DrteNe-nEDZsq-ntMUMT-YbQzzo-c4anpS-br4Jsv-bmgdiq-XydJAF-MQFH9S-mfr4QL-br5S6a-br4GcR-bfX2fZ-pFnGZJ-bfWZvn-2dFKtVa-eqbsc9-bxcgCP-c4aruS-QARSr3-QARTBE-2cEcnR5-HQ3Kpg<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-117-1\">Student Counseling Service.\u00a0\"Long and Short Term Memory.\" The University of Chicago. 2016. Web. 10 Feb 2016. <a href=\"#return-footnote-117-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":311,"menu_order":5,"template":"","meta":{"_candela_citation":"{\"2\":{\"type\":\"cc\",\"description\":\"Studying Advice: Tips for College Students StudentMentor.org\\'s Student Video Blog Series\",\"author\":\"StudentMentor.org on YouTube\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/V27wtqYYCsk\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},\"3\":{\"type\":\"original\",\"description\":\"Role of Memory\",\"author\":\"Jolene Carr\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},\"4\":{\"type\":\"copyrighted_video\",\"description\":\"Female student studying with tablet and writing\",\"author\":\"Westchester Community College\",\"organization\":\"Westchester Community College\",\"url\":\"https:\/\/www.flickr.com\/photos\/pubsoffice\/12641256623\/in\/photolist-kg4Kbp-k2vcGL-bLCZWB-bzaTKD-qGebxF-2ci6FAp-D5V7WX-br5r4M-HCxr74-DQneir-BPby5C-nX2BNf-bxJibW-bxcdKt-bxc7Sc-bfWZND-AvWzGj-XQwaHy-tpTWKi-bzaSQt-nV6PMd-YbQzRA-YbQzDb-pFpbt8-SvQjq1-c4anVY-YbQCXq-DrteNe-nEDZsq-ntMUMT-YbQzzo-c4anpS-br4Jsv-bmgdiq-XydJAF-MQFH9S-mfr4QL-br5S6a-br4GcR-bfX2fZ-pFnGZJ-bfWZvn-2dFKtVa-eqbsc9-bxcgCP-c4aruS-QARSr3-QARTBE-2cEcnR5-HQ3Kpg\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"\"}}","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-117","chapter","type-chapter","status-publish","hentry"],"part":121,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/pressbooks\/v2\/chapters\/117","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/wp\/v2\/users\/311"}],"version-history":[{"count":25,"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/pressbooks\/v2\/chapters\/117\/revisions"}],"predecessor-version":[{"id":4410,"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/pressbooks\/v2\/chapters\/117\/revisions\/4410"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/pressbooks\/v2\/parts\/121"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/pressbooks\/v2\/chapters\/117\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/wp\/v2\/media?parent=117"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/pressbooks\/v2\/chapter-type?post=117"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/wp\/v2\/contributor?post=117"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/wp-json\/wp\/v2\/license?post=117"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}