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Chapter 9: Problem 4

__________ ___________ __________, theory states that the more a person analyzes a statement, the more likely he or she is to remember it later.

Short Answer

Expert verified
According to the theory, the more a person analyzes a statement or engages with it on a deeper level, the more likely they are to remember it later. This is attributed to 'deep processing', whereby focusing on the meaning and application of information enhances its encoding into memory.

Step by step solution

01

Understanding the Statement

The statement is about a psychological theory which posits that the more attention and thought you give to a piece of information—i.e., the more you 'analyze' it—the more likely you are to remember it later. This happens thanks to a phenomenon known as 'deep processing', where one focuses on the higher-level aspects of an item, like its semantic meaning.
02

Evaluation of the Theory

The theory implies that the act of analyzing information could lead to better memory retention. When a person analyzes a statement, they spend time understanding its meaning, concept and context, which enables better encoding into brain's memory storage. This theory stands in contrast to the 'shallow processing' of rote or superficial learning.
03

Exploring the Mechanism

During analysis, one is trying to understand complex concepts and their interconnections, which in turn reinforces memory. This is often because the process engages the prefrontal cortex of the brain, a region associated with higher cognitive functions such as problem-solving, reasoning, and memory encoding. As you actively engage with the knowledge you are trying to acquire, mnemonic devices and associative thinking can further reinforce memory pathways.
04

Conclusion and Real World Application

In practical terms, this theory suggests that to remember information better, it's useful to analyze it—think about its meaning, how it relates to other information you already know, and how it could be applied. This theory is often used as an argument in favor of teaching methods that encourage critical thinking rather than rote memorization.

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