EPFR 515- Advanced Psychology
Chapter 5- Long-Term Memory
Discussion Facilitator- Allison Gaubatz
Encoding the Long-Term Memory:
What are the Levels of Processing?
Levels of Processing and memory for Verbal Material
Levels of Processing and the Self-Reference Effect
1. Representative Research
2. Participants’ failure to follow instructions
3. Explanations for the self-reference effect
4. Biological correlates of the self-reference effect
Levels of Processing and Memory for Faces
What are the effects of context encoding specificity?
Research on Encoding Specificity
1. Different kinds of memory tasks
2. Physical versus mental context
Levels of Processing and Encoding Specificity
Memory for Items Differing in Emotion
1. More accurate recall for pleasant stimuli
2. More accurate recall for neutral stimuli associated with
pleasant stimuli
3. Faster recall for pleasant stimuli
4. Over time, unpleasant memories fade faster
Mood Congruence
Mood Dependent Memory
 How does this affect teaching in the classrooms?
Retrieval in Long-Term Memory
Explicit versus Memory Tasks
What is explicit? What is implicit? Give an example for each.
Research with Normal Adults
Individuals with Amnesia
What are the two types of amnesia? Explain.
Expertise
The Context-Specific Nature of Expertise
How do experts and novices differ?
Professional Actors
Own-Race Bias
 How can teachers help students to retrieve information for a test or a homework
assignment?
Autobiographical Memory
Flashbulb Memories
The Classic Research

The Recent Research
Schemas and Autobiographical Memory
Source Monitoring
Eyewitness Testimony
Misinformation Effect
Factors Affecting the Accuracy of Eyewitness Testimony
1. Errors are more likely if the witness’s attention has been
distracted by something arousing at the time of the event.
2. Errors are more likely if the misinformation is plausible.
3. Errors are more likely if there is social pressure.
4. Errors are more likely if eyewitnesses have been given positive
feedback.
The Recovered Memory/False Memory Controversy
1. The two contrasting positions in the controversy
2. The potential for memory errors
3. Laboratory evidence of false memory
4. Arguments for recovered memory
5. Both perspectives are partially correct
How does autobiographical memory affect learning in the classroom?
Read articles and discuss the findings.
1. Development and Individual Differences in Long-Term Memory Retrieval:
Processes and Organization
2. Why Cramming Doesn’t Work
How are these two articles related to the area of teaching?
How can this information help us as teachers to improve the long-term memory
with the students in our classroom?