1. 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

2. Cognition Domain

3. Memory

4. Forgetting and Memory Construction Module 23

5. 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.

6. Forgetting as Encoding Failure Module 23: Forgetting and Memory Construction

7. 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.

8. 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

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

11. Forgetting as Storage Failure Module 23: Forgetting and Memory Construction

12. Hermann Ebbinghaus (1850-1909) German philosopher who pioneering memory studies. Developed the forgetting curve, also called the “retention curve” or “Ebbinghaus curve”

13. The Forgetting Curve (Adapted from Ebbinghaus, 1885)

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

15. Forgetting as Retrieval Failure Module 23: Forgetting and Memory Construction

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

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

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

19. Proactive Interference

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

21. Retroactive Interference

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

23. 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

24. Memory Construction Module 23: Forgetting and Memory Construction

25. 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

26. 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

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

28. Misinformation Effect

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

30. 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

31. 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

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

33. Accuracy of Memories

34. The End

35. Teacher Information Types of Files –This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint. Animation –Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible. Adding slides to this presentation –Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

36. 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.

37. 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 korek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations.korek@germantown.k12.wi.us Kent Korek Germantown High School Germantown, WI 53022

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