For my business statistics course there are fundamental equations for each of the different types of distributions that are used to calculate various fundamental aspects of those distributions. Some equations are similar in the sense that they use the same variables but treat them in different ways, while other equations may have completely unique parts that are not used in others. I will be tested on this information via multiple choice exams. However, I would argue that while there are some recognition-based test items, you need to be able to remember how to manipulate the data provided to arrive at one of the four or five answers provided. As generally suggested, I will study to remember and not just to recognize. Several weeks generally pass between the introduction of a new idea and the time I am put to the test. Although the tests in this course are not cumulative by definition, the material builds on itself throughout. This means that, even if I will not be explicitly tested twice on the same material, I will need to be able to use the previously tested material in future tests if necessary. I would also like to keep this knowledge for use outside of the course. Information residing in long-term memory has gone through a careful process to reach the state of lasting memory. First, new information is imported into the brain via our sensory organs into our sensory memory. The sheer amount of sensory information generated is more than what we humans can pay attention to. As a result, most of the information in this first step will not be retained. Once in sensory memory, the expected stimuli will be sent to short-term memory. From short-term memory one of two things... half of the paper ......interference by remembering all or part of a similar equation learned in a previous math lesson instead of the desired one. In contrast, in the following scenario I would suffer from retroactive interference. As stated previously, the material builds on itself. If we learn a new or more complex method for finding something, this new method may result in us not using the original one, except on a test. If I were then tested on the original material I might have difficulty remembering it. Of the two types of interference, I believe that proactive interference would be the most harmful. The events and memories that are most likely to decay are in the present, as the time since they occurred increases, so does the strength of memory, resulting in newer memories than older ones much easier to ignore and much more difficult to correct..