Read the following case studies that accompany Essential Study Skills, 5e, Chapter 2. These case studies appear only online; they are not available in your textbook. Type your responses to each case study. After you complete this exercise, you can PRINT your responses or EMAIL them to your instructor.

Case Study 1: In a learning theory class, the instructor asked each student to open his or her textbook to a specific page in the chapter being studied. The instructor wanted to look at the ways students mark or annotate their textbooks. When the instructor examined Lynn's book, he immediately noticed that she had highlighted almost everything on the pages. When the instructor looked a Jay's book, he noticed concise lists, pictures, and questions in the margins and a limited amount of highlighting. Which memory principles was Lynn not using effectively? Which memory principles was Jay using effectively?



Case Study 2: Cindy needed to associate fifteen writers to the time periods in which they produced their work. She practiced matching the writers to their works. On the test, she was asked to match the authors to the time periods of their work. She could not recall the time periods. Cindy has problems studying and learning the correct information for tests in many of her courses. Which parts of the Information Processing Model did Cindy fail to use to prepare for this test?



Case Study 3: Marcia is learning that different regions in the brain received information from different senses. The occipital lobe receives visual information. The temporal lobe receives auditory information. The parietal lobe takes in information from the skin. Marcia drew a picture of the three lobes and paired the pictures with pictures of eyes, ears, and skin. Which principles of memory is Marcia using in this study strategy?



Case Study 4: LaMont has a forty-page history chapter that he needs to read and study by the end of the week. He knows a discussion is planned in class for the following Monday. He wants to be well-prepared so he can contribute to the discussion. He knows that he does not comprehend well or retain information well if he tries to do all the reading and studying the day before the class. LaMont makes a schedule for the week and plans sufficient time to read one section a day and study that section thoroughly before moving to the next section. His plan includes time to review on the weekend and time Monday morning before class to review his notes. Which principles of memory is LaMont using effectively?