08 - Memory
How can you increase your memory?
Class presentation video: Memory What topics do you need help with?
What topics do you need help with? A. The Ebbinghaus retention curve B. The spacing effect C. The serial position effect D. Memory strategies – e.g. peg-word system E. I understand
What topics do you need help with? A. Chunking B. Flashbulb memory C. Retrieval cues D. Priming E. I understand
What topics do you need help with? A. Proactive interference B. Retroactive interference C. Observational learning D. Source amnesia E. I understand
A. more at the beginning and end of a list, than in the middle. You are designing an ad to sell your camera. Based on the serial position effect, you want to place the most important items: A. more at the beginning and end of a list, than in the middle. B. More in the middle of a list, than at the beginning and end. Answer: A
A. more at the beginning and end of a list, than in the middle. You are designing an ad to sell your camera. Based on the serial position effect, you want to place the most important items: A. more at the beginning and end of a list, than in the middle. B. More in the middle of a list, than at the beginning and end. Answer: A
Priming refers to: A. the sense that one has been in a particular situation before. B. better recall for experiences that are consistent with one’s current mood. C. attributing a memory to an erroneous source. D. the activation of associations in memory. Answer: D
Priming refers to: A. the sense that one has been in a particular situation before. B. better recall for experiences that are consistent with one’s current mood. C. attributing a memory to an erroneous source. D. the activation of associations in memory. Answer: D
Think of a way to prime people to help remember your name E.g. Atkins = I am at my kin’s house Bob = Spelled the same both directions
Draw both sides of a penny
Draw both sides of a penny
The reason most North Americans cannot accurately describe the head of a penny is due to: A. storage decay. B. encoding failure. C. motivated forgetting. D. retrieval failure. Answer: B
The reason most North Americans cannot accurately describe the head of a penny is due to: A. storage decay. B. encoding failure. C. motivated forgetting. D. retrieval failure. Answer: B
After suffering a brain injury in a motorcycle accident, Adam cannot form new memories. He can, however, remember his life experiences before the accident. Adam's memory difficulty most clearly illustrates: A. repression. B. retroactive interference. C. encoding failure. D. source amnesia. Answer: C
After suffering a brain injury in a motorcycle accident, Adam cannot form new memories. He can, however, remember his life experiences before the accident. Adam's memory difficulty most clearly illustrates: A. repression. B. retroactive interference. C. encoding failure. D. source amnesia. Answer: C
During her evening Spanish language exam, Janica so easily remembers the French vocabulary she studied that morning that she finds it difficult to recall the Spanish vocabulary she rehearsed that afternoon. Her difficulty best illustrates: A. the spacing effect. B. proactive interference. C. retroactive interference. D. state-dependent memory. Answer: B
During her evening Spanish language exam, Janica so easily remembers the French vocabulary she studied that morning that she finds it difficult to recall the Spanish vocabulary she rehearsed that afternoon. Her difficulty best illustrates: A. the spacing effect. B. proactive interference. C. retroactive interference. D. state-dependent memory. Answer: B
Which of the following would be predicted by Ebbinghaus’ famous forgetting curve? Several years after learning the dates of important historical events for a college class, students: A. will remember most of the dates, and will remember them for years to come. B. will remember most of the dates, and will slowly start to forget them. C. will have forgotten most of the dates, but what they do remember, they will remember for years to come. D. will have forgotten most of the dates, but during the years to come, they will again remember what they initially forgot. Answer: C
Which of the following would be predicted by Ebbinghaus’ famous forgetting curve? Several years after learning the dates of important historical events for a college class, students: A. will remember most of the dates, and will remember them for years to come. B. will remember most of the dates, and will slowly start to forget them. C. will have forgotten most of the dates, but what they do remember, they will remember for years to come. D. will have forgotten most of the dates, but during the years to come, they will again remember what they initially forgot. Answer: C
B. retroactive interference C. retrieval failure We have all had the experience of the tip-of-the-tongue phenomenon. We are asked to remember someone’s name. We are certain that we know the name and feel as if we are just about to remember it, yet it remains elusive. What type of forgetting might be at work here? A. encoding failure B. retroactive interference C. retrieval failure D. motivated forgetting Answer: C
B. retroactive interference C. retrieval failure We have all had the experience of the tip-of-the-tongue phenomenon. We are asked to remember someone’s name. We are certain that we know the name and feel as if we are just about to remember it, yet it remains elusive. What type of forgetting might be at work here? A. encoding failure B. retroactive interference C. retrieval failure D. motivated forgetting Answer: C
A. suggestibility. B. persistence. C. misattribution. D. transience. As a child, Theo often looked at a picture album that included photos of a family reunion. Although Theo had not attended the reunion because he had been ill, he remembers being there. Theo’s mistake best illustrates the “sin” of: A. suggestibility. B. persistence. C. misattribution. D. transience. Answer: C
A. suggestibility. B. persistence. C. misattribution. D. transience. As a child, Theo often looked at a picture album that included photos of a family reunion. Although Theo had not attended the reunion because he had been ill, he remembers being there. Theo’s mistake best illustrates the “sin” of: A. suggestibility. B. persistence. C. misattribution. D. transience. Answer: C
Copyright © Allyn & Bacon, 2009 Remember as many of these words as you can. Demonstration: Creating false memories Relevant topics: memory, false memories This is an activity from the IM for Kosslyn and Rosenberg (2007). “Creating False Memories.” Read these at the pace of about one word per second: Rye, bun, loaf, muffin, white, toast, butter, bagel, tortilla, hoagie, matzo, grain, wonder, slice, biscuit, sandwich, pita, jam, pumpernickel, yeast. Copyright © Allyn & Bacon, 2009
Copyright © Allyn & Bacon, 2009 Here is the complete list. Count how many you got correct. Bagel Tortilla Hoagie Matzo Grain Wonder Slice Biscuit Sandwich Pita Jam Pumpernickel Yeast Rye Bun Loaf Muffin White Toast Butter Demonstration: Creating false memories Relevant topics: memory, false memories This is an activity from the IM for Kosslyn and Rosenberg (2007). “Creating False Memories.” Students count how many they got correct. Copyright © Allyn & Bacon, 2009
Copyright © Allyn & Bacon, 2009 Write down as many words as you can. Demonstration: Creating false memories Relevant topics: memory, false memories This is an activity from the IM for Kosslyn and Rosenberg (2007). “Creating False Memories.” Give students a few minutes to write down as many words as they can remember. Copyright © Allyn & Bacon, 2009
Copyright © Allyn & Bacon, 2009 Circle which of these words are on your list. Sub Wheat Jelly Bread Roll Demonstration: Creating false memories Relevant topics: memory, false memories This is an activity from the IM for Kosslyn and Rosenberg (2007). “Creating False Memories.” Copyright © Allyn & Bacon, 2009
Copyright © Allyn & Bacon, 2009 Here are some words that were NOT on the original list. Count how many of these you had on your list. Sub Wheat Jelly Bread Roll Demonstration: Creating false memories Relevant topics: memory, false memories This is an activity from the IM for Kosslyn and Rosenberg (2007). “Creating False Memories.” Copyright © Allyn & Bacon, 2009
Copyright © Allyn & Bacon, 2009 Of the incorrect items, I had _____ on my list. 1 2 3 4-5 Demonstration: Creating false memories Relevant topics: memory, false memories This is an activity from the IM for Kosslyn and Rosenberg (2007). “Creating False Memories.” If students remember these items, they were false memories. Ask students why they remembered certain words over others (serial position effect, longer words like pumpernickel, etc.). What does this suggest we should do for interviewing eyewitnesses to crimes? NOTE: You could also use this demo for serial position effect. Copyright © Allyn & Bacon, 2009
Why did you remember words that were not on the list?
Discussion Question
You are reading your textbook and studying for an upcoming exam in psychology. Identify and describe each step in the process required for remembering information from your textbook in order to do well on the exam. Discuss a strategy for improving memory and provide an example of how it could help you on the exam.
Information processing theory Encoding – Storage – Retrieval Encoding Attending (reading) the text Moves it into short-term memory Storage Rehearse or engage the material to get it into long-term memory (for storage) E.g. SQ3R method Survey, Question, Read, Recite, Review Retrieval – Answering an exam
Strategies for memory processing Developing examples Relate it to your own life Associate the concept with current information Mental visualization Create images of the information Mnemonics Chunking – Grouping lists into themes
Strategies for memory processing Organization Outline Mind map diagrams Cues related to a concept Sounds like Looks like Similar to