ALL WORK MUST BE COMPLETELY ORIGINAL NO RECYCLED WORK  MUST BE COMPLETED IN APA FORMAT  Memory Models Learning about the structure of memory can improve your study skills. In this assignment, you will discuss the academic applications of memory models and try to apply the principles to yourself. Use the readings for the module and the terminology of the subject and respond to these questions: You are a teaching assistant for an undergraduate history class and need to prepare a test. You want evidence to show that students know the material well. What kind of test would you prepare? What kind of test do you think requires the most in-depth knowledge? Why? As Dan took his history test, he could not recollect many of the dates he had studied. Dan had memorized some important dates just before the test. While he was doing this, he was also talking on the phone. Which of Dan's memory stores—sensory memory, short-term memory (STM), or long-term memory (LTM)—do you think were most affected by his phone conversation? Why? Could Dan have done something differently to prevent forgetting the dates? Explain. Identify two different kinds of mnemonic devices that could help Dan remember dates for his history test. Explain how they could be used. Melissa is disappointed that she received yet another “D” on a test. She studied for several hours by reading and rereading her textbook and class notes. Based on the levels-of-processing memory theory, explain why Melissa’s method of studying was not very effective? What could she have done differently? Using Baddeley’s working memory model, give an example of two tasks that could successfully be performed simultaneously (For example, can you listen to music while studying at the same time?). Discuss two other tasks that probably would interfere with each other. Make sure to discuss your answers in terms of the visuospatial scratchpad, the phonological loop, and the central executive. Write your initial response in 4–5 paragraphs. Apply APA standards to citation of sources. By  Saturday, February 14, 2015 , post your response to the appropriate  Discussion Area . Through  Wednesday, February 18, 2015 , review and comment on at least two peers’ responses. Discussion Grading Criteria and Rubric This discussion assignment is worth 40 points and will be graded using the discussion rubric. Discussion Grading Criteria Maximum Points Initial Discussion Response 16 Discussion Participation 16 Writing Craftsmanship and Ethical Scholarship 8 Total: 40 Unsatisfactory Emerging Proficient Exemplary Initial Discussion Response * Initial response: · Did not relate to the concepts or ideas presented in the discussion topic(s) · Claims were not supported. Initial response: · Lacked substance · Was not original · Relied on personal experience only to support ideas Initial response was: · Original and accurate · Substantive · Demonst.

1. ALL WORK MUST BE COMPLETELY ORIGINAL NO
RECYCLED WORK
MUST BE COMPLETED IN APA FORMAT
Memory Models
Learning about the structure of memory can improve your study
skills. In this assignment, you will discuss the academic
applications of memory models and try to apply the principles
to yourself. Use the readings for the module and the
terminology of the subject and respond to these questions:
You are a teaching assistant for an undergraduate history class
and need to prepare a test. You want evidence to show that
students know the material well. What kind of test would you
prepare? What kind of test do you think requires the most in-
depth knowledge? Why?
As Dan took his history test, he could not recollect many of the
dates he had studied. Dan had memorized some important dates
just before the test. While he was doing this, he was also talking
on the phone. Which of Dan's memory stores—sensory memory,
short-term memory (STM), or long-term memory (LTM)—do
you think were most affected by his phone conversation? Why?
Could Dan have done something differently to prevent
forgetting the dates? Explain.
Identify two different kinds of mnemonic devices that could
help Dan remember dates for his history test. Explain how they
could be used.
Melissa is disappointed that she received yet another “D” on a
test. She studied for several hours by reading and rereading her
textbook and class notes. Based on the levels-of-processing
memory theory, explain why Melissa’s method of studying was
not very effective? What could she have done differently?
Using Baddeley’s working memory model, give an example of
two tasks that could successfully be performed simultaneously
(For example, can you listen to music while studying at the
same time?). Discuss two other tasks that probably would
interfere with each other. Make sure to discuss your answers in

2. terms of the visuospatial scratchpad, the phonological loop, and
the central executive.
Write your initial response in 4–5 paragraphs. Apply APA
standards to citation of sources.
By
Saturday, February 14, 2015
, post your response to the appropriate
Discussion Area
. Through
Wednesday, February 18, 2015
, review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
This discussion assignment is worth 40 points and will be
graded using the discussion rubric.
Discussion Grading Criteria

4. Maximum
Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary

5. Initial Discussion Response *
Initial response:
·
Did not relate to the concepts or ideas presented in the
discussion topic(s)
·
Claims were not supported.
Initial response:
·
Lacked substance
·
Was not original
·
Relied on personal experience only to support ideas
Initial response was:
·
Original and accurate
·
Substantive
·

6. Demonstrated basic understanding of concepts
·
Discussed key theories and concepts from the readings
Initial response was:
·
Insightful
·
Original and accurate
·
Substantive and
·
Demonstrated advanced understanding of concepts
·
Compiled/synthesized theories and concepts drawn from a
variety of sources to support statements and conclusions.
Discussion Participation *
Discussion Responses:
Were off-topic or irrelevant to discussion.
Discussion Responses:
Contributed a few points of view but mostly repeats information
posted by others.
Discussion Responses:
·

7. Contributed to the discussion offering points of view and/or
opinions,
·
Did not make clear connections between one or more points in
the discussion.
Discussion Responses:
·
Offered points of view supported by research
·
Asked challenging questions that promoted discussion
·
Drew relationships between one or more points in the
discussion.
Writing Craftsmanship and Ethical Scholarship *
·
Demonstrated little attempt to organize thoughts
·
Writing was not clear, concise and formal.
·
Writing contained numerous errors in spelling, grammar, and/or
sentence structure that severely interfered with readability and
comprehension.
·
Information from sources was not paraphrased and attribution of
sources was lacking.
·

8. Demonstrated some attempt to organize thoughts
·
Writing was not clear, concise and/or formal.
·
Errors in spelling and grammar somewhat interfered with
readability and/or comprehension.
·
Information from sources was paraphrased and cited, but major
errors were present.
·
Wrote in a clear and organized manner
·
Writing was not concise or formal in language.
·
Writing followed conventions of spelling and grammar
throughout. Errors were infrequent and did not interfere with
readability or comprehension.
·
Information from sources was paraphrased and cited, but minor
errors were present.
·
Wrote in a clear, concise, formal and organized manner.
·

9. Responses were error free.
·
Information from sources was paraphrased appropriately and
accurately cited.