Thinking About Psychology The Science of Mind and Behavior 3e Charles T. Blair-Broeker & Randal M. Ernst PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2012

Cognition Domain

Memory

Forgetting and Memory Construction Module 23

Module Overview Forgetting as Encoding Failure Forgetting as Storage Failure Forgetting as Retrieval Failure Memory Construction Click on the any of the above hyperlinks to go to that section in the presentation.

Forgetting as Encoding Failure Module 23: Forgetting and Memory Construction

Information Processing Model Encoding – The process of getting information into the memory system. Storage – The retention of encoded information in memory over time. Retrieval – The process of getting encoded information out of memory storage.

Encoding Failures People fail to encode information because: –It is unimportant to them –It is not necessary to know the information –A decrease in the brain’s ability to encode

Which is the Right Penny? (From Nickerson & Adams, 1979)

Forgetting as Storage Failure Module 23: Forgetting and Memory Construction

Hermann Ebbinghaus ( ) German philosopher who pioneering memory studies. Developed the forgetting curve, also called the “retention curve” or “Ebbinghaus curve”

The Forgetting Curve (Adapted from Ebbinghaus, 1885)

Permastore Memory Long-term memories that are especially resistant to forgetting and that are likely to last a lifetime.

Forgetting as Retrieval Failure Module 23: Forgetting and Memory Construction

Forgetting as Retrieval Failure: Interference Module 23: Forgetting and Memory Construction

Interference A retrieval problem when one memory gets in the way of remembering another Two types of interference: –Proactive interference –Retroactive interference

Proactive Interference When an older memory disrupts the recall of a newer memory.

Proactive Interference

Retroactive Interference When a more recent memory disrupts the recall of an older memory.

Retroactive Interference

Forgetting as Retrieval Failure: Motivated Forgetting Module 23: Forgetting and Memory Construction

Repression In Sigmund Freud’s psychoanalytic theory, the process of moving anxiety-producing memories to the unconscious. Supposed means of protecting oneself from painful memories Not well-supported by research; stressful incidents are actually more likely to be encoded

Memory Construction Module 23: Forgetting and Memory Construction

Memory Jigsaw Analogy Memories, rather than being like a video tape, are formed as bits and pieces. People may retrieve only some of the pieces of the memory

Elizabeth Loftus (1944- ) Psychologist at University of California, Irvine, whose research established the constructed nature of memory. Has found that subjects’ memories vary based on the wording of questions Demonstrated the misinformation effect

Misinformation Effect Incorporating misleading information into a memory of an event. Affects eyewitness testimony

Misinformation Effect

Memory Construction: Children’s Recall Module 23: Forgetting and Memory Construction

Children’s Testimony on Abuse Research has shown children’s testimony to be unreliable Children are very open to suggestions As children mature their memories improve

Accurate Interviewing Methods To promote accuracy with children’s testimony the interviewer should: –Phrase questions in a way the child can understand –Have no prior contact with the child –Use neutral language and do not lead or suggest answers

Memory Construction: Recovered Memories Module 23: Forgetting and Memory Construction

Accuracy of Memories

The End

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Teacher Information Domain Coding –Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards. Scientific Inquiry Domain Biopsychology Domain Development and Learning Domain Social Context Domain Cognition Domain Individual Variation Domain Applications of Psychological Science Domain Key Terms and Definitions in Red –To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

Teacher Information Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at with any questions, concerns, suggestions, etc. regarding these Kent Korek Germantown High School Germantown, WI 53022

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