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Chunking

Chunking is a memory strategy used to maximize the amount of information memorized by combining it into small, meaningful sections. By organizing objects into meaningful sections, these sections are then remembered as a unit rather than separate objects. As a larger section is broken down into smaller ones, we are able to increase the amount of information stored in our short-term memory. To be more specific, the use of chunking would increase recall from 5 to 8 items to 20 items or more as associations are made between these items.

Words are an example of chunking, where instead of simply perceiving letters we perceive and remember their meaningful wholes: words. The use of chunking increases the number of items we are able to remember by creating meaningful "packets" in which many related items are stored as one.

 Transfer-appropriate Processing 

Main article:Transfer-appropriate processing

Transfer-appropriate processing is a strategy for encoding that leads to successful retrieval. An experiment conducted by Morris and coworkers in 1977 proved that successful retrieval was a result of matching the type of processing used during encoding. During their experiment, their main findings were that an individual's ability to retrieve information was heavily influenced on if the task at encoding matched the task during retrieval. The first task they presented was one in which the individual was given a target word and then asked to review a different set of words. During this process, they were asked whether the new words rhymed with the target word. In the second task, an individual was also shown a target word, followed by a series of new words. Rather than identify the ones that rhymed, the individual was to focus more on the meaning. As it turns out, the group if individuals who identified the words that rhymed, were able to recall more words then those who focused solely on their meaning. This proved that those who were focusing on the sound in the first part of the task and on the second, were able to encode more efficiently. This proved that those who were focusing on the sound in the first part of the task and on the second, were able to encode more efficiently. In transfer-appropriate processing, occurs in different stages which helps us understand how stimuli is processed. In the first phase, the exposure to stimuli is manipulated in a way that matches the stimuli. The second phase then pulls heavily from what occurred in the first phase and how the stimuli was presented; it will match the task during encoding.

Cued recall
In cued recall, an individual is presented with a stimulus, such as, a list of words and then asked to remember as much as possible. They are then given cues, such as categories, to help them remember what the stimuli were. Giving the subject cues, even when never originally mentioned, helps them recall the stimulus much better. These cues help guide the subjects to recall the stimuli they could not remember for themselves prior to being given a cue.

Cued recall can be explained by extending the attribute-similarity model used for item recognition. Because in cued recall, a wrong response can be given for a probe item, the model has to be extended accordingly to account for that. This can be achieved by adding noise to the item vectors when they are stored in the memory matrix. Furthermore, cued recall can be modeled in a probabilistic manner such that for every item stored in the memory matrix, the more similar it is to the probe item, the more likely it is to be recalled. Because the items in the memory matrix contain noise in their values, this model can account for incorrect recalls, such as mistakenly calling a person by the wrong name.