1. AP Psychology Journal Spring 2016 4 th six weeks

2. Today’s lesson 1/5/2015: Memory Activity Journal prompt: Pervasive role of memory Lesson: Theories of Memory Lesson Review: Categorizing Different types of Memories Video: – Understanding the Mysteries of Memory, part I. – Take notes for extended journal assignment – No other work during the video!

3. Memory activity Write in your journal the answers to the question the teacher asks.

4. Grouchy Gabby Fearful Sleepy Smiley Jumpy Hopeful Shy Droopy Memory Activity Snow White and the 27 Dwarves Dopey Sniffy Wishful Puffy Dumpy Sneezy Lazy Pop Grumpy Bashful Cheerful Teach Shorty Nifty Happy Doc Wheezy Stubby

5. Journal Prompt 1/5/2015 Learning Objective 3.3 Discuss the factors influencing how memories are retrieved. Journal prompt: Write down everything you did yesterday that did NOT involve memory.

6. Overview of the multisystem model of memory I.Traditional theories of memory A.Information Processing model: memory storage compared to computer 1.Encoding 2.Storage 3.Retrieval

7. 7 Studying Memory: Information Processing Models Keyboard (Encoding) Disk (Storage) Monitor (Retrieval) Sequential Process

8. Overview of the multisystem model of memory I.Traditional theories of memory B.Three stages of memory Atkinson & Shiffrin (1968) 1.Sensory 2.Short-term memory 3.Long-term memory

9. 9 Information Processing The Atkinson-Schiffrin (1968) three-stage model of memory includes a) sensory memory, b) short-term memory, and c) long-term memory. Bob Daemmrich/ The Image Works Frank Wartenberg/ Picture Press/ Corbis

10. 10 Modifications to the Three-Stage Model 1.Some information skips the first two stages and enters long-term memory automatically. 2.Since we cannot focus on all the sensory information received, we select information that is important to us and actively process it into our working memory. A newer understanding of short-term memory that involves conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory.

11. Overview of the multisystem model of memory II. Modern theory of memory: Memory is a collection of systems working independently of one another A.Types of Memory 1.Declarative 2.Non-declarative B. Evidence 1.People with damage to brain showing patterns of amnesia still have a working memory and non- declarative memory. 2.People have impairments in episodic memory, but not semantic memory.

13. “Understanding the Mysteries of Memory” Discovery Learning (1996) implicit and explicit memory savant syndrome traumatic memory short term memory loss long term memory loss flashbacks “flashbulb memories" mistaken identification suggested memories trauma induced amnesia Alzheimer’s disease This is a program about memory failures using real case studies. Also, you may watch the alternative video for case studies. Assignment: Write an extended journal entry about one of the conditions discussed in the film. Use the individual’s name and describe specific situations of memory failure. Use your text to supplement your understanding of memory loss. Conclude with your personal reaction to the case study. Length:3 well-written paragraphs Can be typed. Cite sources. All original work, please. Memory alternative video

14. AP Psychology Lesson 1/7/2015 Journal prompt: Storing Memories in the Brain. Finish video “Understanding the Mysteries of Memory” After notes Notes: Biological Basis of Memory Attention: Vocabulary Quiz Monday 1/12 – Encoding and Storage – Pages 327-345 Homework: Psych Sim – Trusting Your Memory – Forgetting – Short Term Memory

15. AP Psychology Journal prompt 1/7/2015 2.2 Identify and explain biological processes related to how memory is stored. p. 340-341 In their experiments with sea slugs, what did Kandel and Schwartz learn about the neural basis of learning?

16. How does the brain store our memories? Old idea of flashbacks triggered by brain stimulation Loftus’ research (1980) refuted Lashley’s research (1950) did not find cortical localization of memory The brain The brain Synaptic changes – Long Term Potentiation LTP Stress and hormones Hippocampus Cerebellum

17. 17 Synaptic Changes Long-Term Potentiation (LTP) refers to synaptic enhancement after learning (Lynch, 2002). An increase in neurotransmitter release or receptors on the receiving neuron indicates strengthening of synapses. Both Photos: From N. Toni et al., Nature, 402, Nov. 25 1999. Courtesy of Dominique Muller

18. 18 Stress Hormones & Memory Heightened emotions (stress-related or otherwise) make for stronger memories. Flashbulb memories are clear memories of emotionally significant moments or events Scott Barbour/ Getty Images

19. 19 Storing Implicit & Explicit Memories Explicit Memory refers to facts and experiences that one can consciously know and declare. Implicit memory involves learning an action while the individual does not know or declare what she knows.

20. 20 Hippocampus Hippocampus – a neural center in the limbic system that processes explicit memories. Weidenfield & Nicolson archives

21. 21 No New Memories Anterograde Amnesia Anterograde Amnesia (HM) Surgery After losing his hippocampus in surgery, patient Henry M. (HM) remembered everything before the operation but cannot make new memories. We call this anterograde amnesia. Memory Intact

22. 22 Implicit Memory HM learned the Tower of Hanoi (game) after his surgery. Each time he plays it, he is unable to remember the fact that he has already played the game. HM is unable to make new memories that are declarative (explicit), but he can form new memories that are procedural (implicit). C B A

23. 23 Cerebellum Cerebellum – a neural center in the hindbrain that processes implicit memories.

24. AP PSYCHOLOGY LESSON 1/12 Journal Prompt: Ebbinghaus Videos “The Brain” Memory Notes Quiz Encoding & Storage P. 327-345

25. 25 Rehearsal Effortful learning usually requires rehearsal or conscious repetition. Ebbinghaus studied rehearsal by using nonsense syllables: TUV YOF GEK XOZ Hermann Ebbinghaus (1850-1909) http://www.isbn3-540-21358-9.de

26. 26 Rehearsal The more times the nonsense syllables were practiced on Day 1, the fewer repetitions were required to remember them on Day 2.

27. AP PSYCHOLOGY JOURNAL 1/12 Encoding 3.1 Students are able to discuss strategies for improving the encoding of memory. Journal prompt: p. 331 What do Ebbinghaus’ experiments on memory retention suggest about the effect of overlearning?

28. AP Psychology Lesson 1/14 Journal Prompt: déjà vu Forgetting Library to do Psych Sim activities

29. 29 Déjà Vu Déjà Vu means “I've experienced this before.” Cues from the current situation may unconsciously trigger retrieval of an earlier similar experience. © The New Yorker Collection, 1990. Leo Cullum from cartoonbank.com. All Rights Reserved

30. AP Psychology Journal prompt 1/14 3.3 Discuss the factors influencing how memories are retrieved. p. 348 What are three explanations for why our memory system might produce déjà vu?

31. AP PSYCHOLOGY LESSONS 1/16 Journal prompt: Eyewitness testimony How to study

32. Journal prompt: 1/16 Learning Objective Students are able to explain how memories can be malleable. P. 361 What techniques should interviewers use to ensure accurate eyewitness testimony from children?

33. AP Psychology 1/16 Journal prompt studying how to study effectively Memory

34. AP PSYCHOLOGY LESSONS 1/23 Journal Prompt: Exaggerated fear Notes: Thinking Next class: Language EXAM WEDNESDAY 1/28/15 Chapter 8 MEMORY and Chapter 9 THINKING and LANGUAGE VOCABULARY 8 & 9 due 1/28  If you already have vocabulary for Chapter 8/9, let me check it today for a grade. JOURNAL DUE 1/28/15

35. Journal prompt: 1/23 Content Standard 2: Obstacles related to thought. Students are able to 2.1 Describe obstacles to problem solving 2.2 Describe obstacles to decision making 2.3 Describe obstacles to making good judgments The Fear Factor p. 378-379 According to Myers, what are four reasons people fear remote possibilities? What does he suggest we do to take away the terrorists’ weapon of exaggerated fear?

36. AP PSYCHOLOGY 1/26 Journal prompt: The Brain and Language Notes: Language

37. Journal Prompt: 1/26 Content Standard 3: Language and the brain. Students are able to 3.1 Identify the brain structures associated with language 3.2 Discuss how damage to the brain may affect language p. 389-391 The Brain and Language. In processing language, the brain divides its mental functions-speaking, perceiving, thinking, and remembering into sub-functions. Journal prompt: Which of the sub-functions may be disturbed by injury to a)Broca’s area b)Wernicke’s area c)The angular gyrus d)The hippocampus?

38. Journal prompt 1/28-29/2016 2.1 Discuss the history of intelligence testing, including historical use and misuse in the context of fairness. P. 418-421 a) Is this test an achievement test or an aptitude test? Why? b) Evaluate the WWI intelligence test according to standards for test construction: Reliability Validity – Content validity – Predictive validity c) What additional information do you need to evaluate this test? d) What biases are revealed by this test? e) What types of items do you think should be on tests for military recruits? Image source: http://wps.ablongman.com Soldiers taking an IQ test during WWI

39. Journal Prompt 2/1/2016 1.1 Discuss intelligence as a general factor. p. 406 Charles Spearman used factor analysis to show that people have a common skill set, or g factor, underlying intelligent behavior. Prompts: How is the g factor similar to athleticism? What is the evolutionary psychology theory of intelligence argued by Kanazawa? People using a rope to cross a flooded bridge at Parwalpur in Biharsharif. Source: PTI Hindustan Times. August 19, 2014

40. Journal Prompt 2/3; 2/4 The heritability of intelligence scores will be greater in a society marked by equal opportunity than in a society of peasants and aristocrats. Why? Explain what heritability measures. Reeve and serfs in feudal England, circa 1300. Image source: http://en.wikipedia.org/wiki/Serfdom

41. Journal Prompt 2/9; 2/10 1.1 Explain biologically based theories of motivation 1.2 Explain cognitively based theories of motivation You are traveling and have not eaten anything in eight hours. As your long awaited favorite dish is placed in front of you, your mouth waters. Even imagining this may set your mouth watering. What triggers this anticipatory drooling? Image source: http://noypirecipe.blogspot.com/2011/05/pinoy-chicken- fried-steak.html

42. Maslow’s Hierarchy of Needs p. 447  begins at the base with physiological needs that must first be satisfied  then higher-level safety needs become active  then psychological needs become active Self-actualization needs Need to live up to one’s fullest and unique potential Esteem needs Need for self-esteem, achievement, competence, and independence; need for recognition and respect from others Safety needs Need to feel that the world is organized and predictable; need to feel safe, secure, and stable Belongingness and love needs Need to love and be loved, to belong and be accepted; need to avoid loneliness and alienation Physiological needs Need to satisfy hunger and thirst

43. Journal prompt 2/11; 2/12 Motivation 2.1 Students are able to discuss eating behavior. p. 459 a) According to Bray’s experiment, why does reducing your food intake by 3500 calories not reduce your weight by a pound? b) What did Levine and his colleagues find about individual differences in metabolism when they overfed volunteers?