Chapter Objectives
Chapter 8
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Students should be able to describe Atkinson & Shiffrin’s multistore model. Specifically,
students should be able to define the capacity and time frame of the sensory register,
STM, and LTM. Students should also be able to describe how information is represented
in these “stores” and how information flows from one store to another.
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Students should be able to describe the levels-of-processing model and should be able to
describe how shallow and deep processing affects memory. Students should also be able
to define the operating efficiency hypothesis and should be able to generate an example
of this.
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Students should be able to identify and generate unique examples of production
deficiency and utilization deficiency with respect to control processes/strategies.
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Students should be able to list, define, and identify and generate unique examples of the
various strategies for storing information (e.g., rehearsal, organization, elaboration).
Further, students should be able to identify the ages at which children are most likely to
demonstrate these strategies.
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Students should be able to list, define, and identify and generate unique examples of the
various retrieval strategies (e.g., recognition, recall, recognition). Students should be able
to describe fuzzy-trace theory and indicate how children of different ages encode
information (e.g., verbatim vs. fuzzy traces). Further, students should be able to identify
key differences between verbatim and fuzzy traces.
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Students should be able to describe the research examining whether changes in memory
are due to capacity or knowledge and indicate what this research suggests.
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Students should be able to describe how attention develops with age. Students should
also be able to describe how attention becomes more adaptable and should be able to
define and generate and identify unique examples of production, control, and utilization
deficiencies with respect to attention.
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Students should be able to describe how planfulness develops with age.
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Students should be able to describe the tasks that demonstrate how we assess memory in
infants.
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Students should be able to define infantile amnesia and describe the explanations for why
this occurs.
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Students should be able to describe what scripted memory is and how it develops.
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Students should be able to describe the research discussed in class regarding children’s
eyewitness memory. Students should also be able to identify the age at which children
become significantly less susceptible to misleading questions/false memories and should
be able to give a summary of the accuracy of children’s (both younger and older)
testimony.