1. AREA OF STUDY 2 MEMORY UNIT 3 THE CONSCIOUS SELF

2. MNEMONIC DEVICES A technique for improving or enhancing memory They use information already stored in LTM They make information more elaborate, not simplify it Additional information makes material easier to locate and retrieve because of the organisation in LTM The better information ‘fits’ with what we already know, the easier it is to retrieve ACRONYMS ACROSTICS NARRATIVE CHAINING

3. MNEMONIC DEVICES ACRONYMS Pronounceable words formed from the first letters of a sequence of words EXAMPLES: ANZAC=Australian & New Zealand Army Corps EFTPOS=Electronic Funds Transfer at the Point Of Sale ROY G BIV=The colours of the rainbow in order

4. MNEMONIC DEVICES ACROSTICS FIRST LETTER TECHNIQUE Making verbal associations for items to be remembered by constructing phrases or sentences using the first letters of the information to be remembered EXAMPLES: Every Good Boy Deserves Fruit=E,G,B,D,F (lines of a musical staff) My Very Energetic Mother Just Sits Up Near Pop=the Planets Very good for when you need to remember information in sequential order

5. MNEMONIC DEVICES NARRATIVE CHAINING Involves linking otherwise unrelated items (chaining)to one another to form a meaningful sequence or story (narrative) EXAMPLES: Look at Table 9.2 (pg.353) in your text book for an example of narrative chaining Broca’s Car and the other stories created around the lobes of the brain that we did earlier this year is an example of narrative chaining BOWER & CLARK (1969) – See Table 9.2 Narrative chaining group recalled 93% of the words Free recall group recalled 13% of the words

6. HOMEWORK LEARNING ACTIVITY 9.7 (pg.356) LEARNING ACTIVITY 9.8 (pg.357)

7. MANIPULATION OF MEMORY FREDERICK BARTLETT (1932) Believed that Ebbinghaus studied memory in an artificial way Participants had to learn a story and recall the passage or draw it at a later time Found that participants would remember a few key details of the story During recall they would then reconstruct the rest (make it up) They do this by drawing on own personal values, beliefs and expectations This is done without conscious awareness ELIZABETH LOFTUS Studied eyewitness testimonies Found that eyewitness reconstructed their memories of a crime Found that ‘leading questions’ can be used to manipulate memory Leading questions have content or are phrased in a way that suggests what answer is desired or to lead to the desired answer

8. MANIPULATION OF MEMORY STUDIES BY ELIZABETH LOFTUS – 1 st CONDITION 1974 experiment investigated the influence of question wording on memory and how information supplied after an event can distort a witness’ memory for that event 45 volunteer students from University Shown several film clips of car accidents Once shown the film, participants were asked to write a description of the accident they had just seen Asked some more specific questions about the event, such as estimating the speed of the cars in the film How fast were the cars going when they __________ each other VERBSPEED ESTIMATE (mph) SMASHED40.5 COLLIDED39.3 BUMPED38.1 HIT34.0 CONTACTED31.8

9. MANIPULATION OF MEMORY STUDIES BY ELIZABETH LOFTUS – 2 nd CONDITION 150 volunteer students from University Shown one minute clip with a four second scene of a car accident Once shown the film, participants were questioned about the accident they had just seen One week later, participants returned to answer 11 questions about the film Where asked the question ‘did you see any broken glass?’ There was no broken glass at the scene in the film GROUP 1About how fast were the cars going when they smashed into each other GROUP 2About how fast were the cars going when they hit each other GROUP 3Control condition – no question about speed asked SMASHEDHITCONTROL 1676

10. HOMEWORK LEARNING ACTIVITY 9.11 (pg.363) LEARNING ACTIVITY 9.12 (pg.363)

11. CHAPTER 9 CHAPTER 9 – TRUE OR FALSE QUIZ (pg.364) CHAPTER 9 – MULTIPLE CHOICE TEST (pg.365- 366) CHAPTER 9 – SHORT ANSWER TEST (pg.367-368)