1. In outlining the chapter, regroup the material so as to separate the practical applications from the description of memory processes. This gives you two main heads: A. Memory processes, and B. The training and management of memory. Each of these main heads should be divided into four sub-heads: Memorizing, retention, etc., and the information contained in the chapter grouped under these sub-heads.
2. Disorders of memory can be classified under the four heads of disorders of learning, of retention, of recall and of recognition. Where would you place each of the following?

(a) Aphasia, where, through brain injury, the subject's vocabulary is very much reduced.
(b) The condition of the very old person, who cannot remember what has happened during the day, though he still remembers experiences of his youth.
(c) The "feeling of having been there before", in which you have a weird impression that what is happening now has happened in just the same way before, as if events were simply repeating themselves.
(d) The loss of memory which sometimes occurs after a physical or emotional shock, or after a fever, and which passes away after a time.

3. How fully can you recall what happened on some interesting occasion when you were a child of 5-8 years? Dwell on the experience, and see whether you get back more than at first seemed possible. Try the same with an experience of five years ago.
4. If a student came to you for advice, complaining of poor memory, and said that though he put hours and hours on a lesson and read it over many times, still he failed on it, what questions would you ask regarding his method of study, and what suggestions would you offer?
5. An experiment on memorising lists of numbers. Prepare several lists of 20 digits, and shuffle them; draw out one and take your time for learning it to the point of perfect recitation. Write an introspective account of the process. Repeat with a second list
6. An experiment in memorizing word-pairs. Prepare 20 pairs of words as follows: take 20 cards or slips of paper, and write a different word on each. Then turn them over, shuffle, and write another word on the back of each. Thus, though you may know what words you have written, you do not how how they are paired; and now your job is to learn the pairs. Note starting time, take the first card and look at both {365} sides, and study the pair of words on this card for about 5 seconds, passing then to the second card, and so on through the pack. Shuffle the pack, take the top card and give yourself about 5 seconds to recall the word on the reverse, then turning the card over and reading it. Proceed in this way through the pack, shuffle again, and repeat. Continue thus till you score 100 per cent. Note total time required, and report on process of memorizing.
7. Memorizing a series of related words. Prepare a list of 40 words, as follows: first write the numbers 1 to 40 in a column; then write any word for No. 1; for No. 2, write some word closely related to No. 1; for No. 3 some word closely related to No. 2; and so on. Your list, for example, might begin like this: house, roof, chimney, soot, fire, coal, mine, miner, strike, arbitration, etc. Having finished writing your list, cover it and see how much of it you can recite without further study, and how long it takes you to complete the memorizing. Explain the results obtained.
8. Plot the curve of forgetting from the following data, which give the per cent, of retention of stanzas of a poem at different intervals after the end of memorizing.

after 1 day 79%
after 2 days 67%
after 6 days 42%
after 14 days 30%
after 30 days 24%