David G. Myers
Some PowerPoint Presentation Slides by Kent Korek
Germantown High School
Worth Publishers, © 2010
*AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.

OBJECTIVES: The student will know and understand the Memory addresses how we remember as well as how we can improve memory. After completing their study of this chapter, students should be able to:
1) describe memory in terms of information processing and distinguish among sensory memory, short-term memory, and long-term memory
2) distinguish between automatic and effortful processing, and discuss the importance of rehearsal
3) explain the importance of meaning, imagery, and organization in the encoding process

4) describe the limited nature of sensory memory and short-term memory
5) describe the capacity and duration of long-term memory, and discuss the biological changes that may underlie memory formation and storage
6) distinguish between implicit and explicit memory, and identify the different brain structures associated with each
7) contrast recall, recognition, and relearning measures of memory
8) describe the importance of retrieval cues and the impact of environmental contexts and internal emotional state on retrieval

9) explain why the capacity to forget can be beneficial, and discuss the effects of interference and motivated forgetting on retrieval
10) explain what is meant by retrieval failure, and discuss the effects of interference and motivated forgetting on retrieval
11) describe the evidence for the constructive nature of memory and the impact of imagination and leading questions on eyewitness recall
12) describe the difficulties in discerning true memories from false ones and the reliability of children ’ s eyewitness recall

13) discuss the controversy over reports of repressed and recovered memories of childhood sexual abuse
14) explain how an understanding of memory can contribute to effective study techniques.

Memory
*persistence of learning over time via the storage and retrieval of information
*a clear memory of an emotionally significant moment or event
*where were you when Kennedy died?
*where were you when 9-11 happened?

Memory
Memory as Information Processing
– similar to a computer
• write to file
• save to disk
• read from disk
Encoding the processing of information into the memory systems – for example, by extracting meaning
Storage the retention of encoded information over time
Retrieval process of getting information out of memory

Memory
TYPES OF MEMORY
Sensory Memory
– the immediate, initial recording of sensory information in the memory system
Short Term Memory
– activated memory that holds a few items briefly
– look up a phone number, then quickly dial before the information is forgotten
Long Term Memory
– the relatively permanent and limitless storehouse of the memory system
Working Memory
*focuses more on the processing of briefly stored information
*another term for Short Term Memory

Look at the bottom of the screen and write down what you see.
D J B W
X H G H
C L Y K

– the processing of information into the memory system
External events
Sensory input
Attention to important or novel information
Sensory memory
Encoding
Encoding
Short-term memory
Retrieving
Long-term memory

–
–
• Space
• Time
• Frequency
• Well-learned information

Encoding
Automatic Processing
– unconscious encoding of incidental information
• space
• time
• frequency
– well-learned information
• word meanings
– we can learn automatic processing
• reading backwards
Parallel Processing
--the processing of many aspects of a problem simultaneously;
--the brain ’ s natural mode of information processing for many functions.
--Contrasts with the stepby-step (serial) processing of most computers and of conscious problem solving.

Encoding
Ebbinghaus used nonsense syllables
– TUV ZOF GEK WAV
– the more times practiced on Day
1, the fewer repetitions to relearn on Day 2
Spacing Effect
– distributed practice yields better long term retention than massed practice
Hermann
Ebbinghaus
(1850-1909)
*German
Philosopher

Encoding
– requires attention and conscious effort
– conscious repetition of information
• to maintain it in consciousness
• to encode it for storage

Percentage of list retained after relearning
100%
90
80
40
30
20
70
60
50
10
0
Retention drops, then levels off
1 3 5 9½ 14½ 25 35½ 49½
Time spent learning list

**As rehearsal increases, relearning time decreases.
Time in minutes taken to relearn list on day 2
20
15
10
5
0
8 16 24 32 42 53
Number of repetitions of list on day 1
64

Those who learn quickly also forget quickly.
We retain information better when rehearsal is distributed over time.
Testing is a powerful means of improving learning, not just assessing it.

Serial Position Effect --tendency to recall best the last items in a list
Immediate recall-last items best
Percentage of words recalled
50
40
30
20
90
80
70
60
10
0
Later recall--only first items recalled well
1 2 3 4 5 6 7 8 9 10 11
Position of word in list
12

• Serial position effect
–
The last items are still in working memory, people recall them more quickly.
–
After a delay, they shift attention away from the last items, their recall is best for the first items.

Semantic Encoding
– encoding of meaning
– including meaning of words
Acoustic Encoding
– encoding of sound
– especially sound of words
Visual Encoding
– encoding of picture images

Encoding

Encoding
Imagery
– mental pictures
– a powerful aid to effortful processing, especially when combined with semantic encoding
Mnemonics
– memory aids
– especially those techniques that use vivid imagery and organizational devices

Encoding
Chunking
– organizing items into familiar, manageable units
• like horizontal organization- 1776149218121941
– often occurs automatically
– use of acronyms
• HOMESH uron, O ntario, M ichigan, E rie, S uperior
• ARITHMETICA R at I n T om ’ s H ouse M ight E at
T om ’ s I ce C ream

____ ____ ____ - ____ ____ - ____ ____ ____ ____
____ ____ ____ - ____ ____ ____ - ____ ____ ____ ____

Organized information is more easily recalled

Encoding
Hierarchies complex information broken down into broad concepts and further subdivided into categories and subcategories
Encoding
(automatic or effortful)
Meaning
(semantic
Encoding)
Imagery
(visual
Encoding)
Chunks
Organization
Hierarchies

Try to remember this list (take a few seconds and then look away):
* Jump
* Cut
* Run
* Fly
* Duck-billed platypus
* Read
* Build
* Lay http://changingminds.org/explanations/memory/von_restorff.htm

The chance is that you will easily remember 'duck-billed platypus', because it stands out by being a noun, physically longer, italic and red.
This is an extreme example, but it does highlight the effect.
When the item in question stands out less, the likelihood of it being remembered also decreases.
The VON RESTORFF effect was identified by Hedwig von
Restorff in 1933. She conducted a set of memory experiments around isolated and distinctive items, concluding that an isolated item, in a list of otherwise similar items, would be better remembered than an item in the same relative position in a list where all items were similar. Hedwig's work relates to Gestalt, where she related it to the Figure and
Ground principles.

There can also be a reverse effect here. You remember the unique item, but the attention that it grabs from you is removed from other items -- thus you may in fact remember less overall.
In the 'attention age', when the plethora of media around us is constantly battling for a moment of our time, advertisers make much use of this principle , each vying with the other to stand out from the crowd and hence be remembered by the target audience.
The Von Restorff effect is also called the Isolation Effect or the Distinctiveness
Principle (Nelson, 1979). The same principle has also been described as prominence effects (Gardner, 1983) environmental salience effects (Taylor &
Fiske, 1978), and novel popout effect (Johnson, Hawley, Plewe, Elliott, & De Witt,
1990).

Sensory Memory
– the immediate, initial recording of sensory information in the memory system
Iconic Memory
– a momentary sensory memory of visual stimuli
– a photographic or picture image memory lasting no more than a few tenths of a second
– Registration of exact representation of a scene
Echoic Memory
– momentary sensory memory of auditory stimuli
Prospective Memory the ability to remember to do something in the future (e.g., remembering to return someone's phone call, or the time and day of your dentist appointment next week).

*documented the existence of iconic memory (one of the sensory memory subtypes).
*includes such concepts as change blindness
*human beings store a perfect image of the visual world for a brief moment, before it is discarded from memory.
*forefront in wanting to help the deaf population in terms of speech recognition. (He argued that the telephone was created originally for the hearing impaired but it became popularized by the hearing community.)

Percentage who recalled
90 consonants
80
70
60
50
40
30
20
10
0
3 6 9 12 15 18
Time in seconds between presentation of contestants and recall request
(no rehearsal allowed)
Short Term
Memory
– limited in duration and capacity
– “ magical ” number 7+/-2

– Plus or minus 2
– Seven wonders of world
– Seven seas
– Seven deadly sins
– Seven primary colors
– Seven musical scale notes
– Seven days of the week

• Unlimited nature of long-term memory

How does storage work?
Karl Lashley (1950) began research on study of intelligence and the role of the frontal lobes.
 Rats learn maze
 Remove parts of brain
 Retest rats to see if they remember the maze.
1890-1958

• CREB : protein that can switch genes on or off; reshapes synapses and turns ST memories into LT memories.
• Glutamate : neurotransmitter that enhances synaptic communication (LTP).

Synaptic changes
– Long-term Potentiation
• increase in synapse ’ s firing potential after brief, rapid stimulation
Strong emotions make for stronger memories
– some stress hormones boost learning and retention

a clear memory of an emotionally significant moment or event.

Amnesia - the loss of memory
Explicit Memory
– memory of facts and experiences that one can consciously know and declare
– Also called declarative memory
– hippocampus - neural center in limbic system that helps process explicit memories for storage
Implicit Memory
– retention without conscious recollection
– motor and cognitive skills
– dispositions- conditioning

Anterograde Amnesia
*inability to form memories for new information because of brain trauma.
*new experiences slip away from a person before they have a chance to store them in long-term memory.
(Clive Wearing or H.M.)
*H.M. (Initials for man with brain operation where hippocampus and amygdala removed…..crucial to laying down new episodic memories)
Retrograde Amnesia
*the failure to remember events that occurred prior to physical trauma.
*causes include: blow to head, electric shock to the brain
Henry Molaison (H.M.) died in 2008 at age 82.
In 1953, surgical removal of brain area responsible for laying new memories. Older memories intact, he was incapable of forming new ones.

MRI scan of hippocampus (in red)
Hippocampus

Retrieval Cues
Recall
*the ability to retrieve info learned earlier and not in conscious awareness-like fill in the blank test
Recognition
*the ability to identify previously learned items-like on a multiple choice test
Relearning
*amount of time saved when relearning previously learned information
Priming
*activation, often unconsciously, of particular associations in memory

Retrieval Cues
*Reminders of information we could not otherwise recall
*Guides to where to look for info
– Context Effects
• memory works better in the context of original learning

Retrieval Cues
Mood Congruent Memory
– tendency to recall experiences that are consistent with one ’ s current mood
– memory, emotions or moods serve as retrieval cues
– State Dependent Memory
• what is learned in one state
(while one is high, drunk or depressed) can more easily be remembered when in same state
Deja Vu - (French) already seen
 cues from the current situation may subconsciously trigger retrieval of an earlier similar experience
 "I've experienced this before"

Retrieval Cues
CONTEXT EFFECTS:
After learning to move a mobile by kicking, infants had their learning reactivated most strongly when retested in the same rather than a different context (Butler &
Rovee-Collier, 1989).

The Gift of Endless Memory http://www.cbsnews.com/news/the-gift-of-endless-memory/

Daniel Schacter, Professor
Harvard University
1974 BA, Univ North Carolina
1976 MA, Univ of Toronto
1978 Oxford University
1981 PhD, Univ of Toronto

According to Daniel Schacter, most of our memory problems arise from the SEVEN SINS of
MEMORY.
Three Sins of Forgetting
1) Transcience
2) Absent-mindedness
3) Blocking
Three Sins of Distortion
4) Misattribution
5) Suggestibility
6) Bias
One Sin of Intrusion
7) Persistence

Sin of forgetting
1) TRANSCIENCE
*Memories weaken with time
*Hermann Ebbinghaus (1908) learned lists of nonsense syllables and tried to recall them over time.
(1850-1909)
*Studied history and philology at the universities of
Bonn, Halle and Berlin
*University of Bonn, Ph.D. in philosophy (1873)
*Independent post-doctoral study in England, France and Germany

Sin of forgetting
1) TRANSCIENCE
Percentage of list retained when relearning
60
50
40
30
20
10
0
1 2 3 4 5 10 15 20 25
Time in days since learning list
30
Ebbinghaus forgetting curve over 30 days -initially rapid, then levels off with time

Sin of forgetting
1) TRANSCIENCE
The forgetting curve for Spanish learned in school
Percentage of original vocabulary retained
100%
90
80
70
20
10
0
60
50
40
30
Retention drops, then levels off
1 3 5 9½ 14½ 25 35½ 49½
Time in years after completion of Spanish course

Sin of forgetting
1) TRANSCIENCE
CONCLUSION:
For relatively meaningless material, there is a rapid initial loss of memory, followed by a declining rate of loss.
HOWEVER, some memories don ’ t follow the classic forgetting curve.
“ Just like riding a bicycle ” , is a phase which indicates that motor skill memories are often retained for many years.

Sin of forgetting
2) ABSENT-MINDEDNESS: Lapses of Attention
Forgetting as encoding failure
*Information never enters the memory system
*Attention is selective
– we cannot attend to everything in our environment
*William James said that we would be as bad off if we remembered everything as we would be if we remembered nothing
Retrieval failure caused by shifting your attention elsewhere. (ie) not paying attention when you laid your keys down

Sin of forgetting
2) ABSENT-MINDEDNESS: Lapses of Attention
External events
Attention
Sensory memory
Encoding
Shortterm memory
Encoding Longterm memory
Encoding failure leads to forgetting

Sin of forgetting
3) BLOCKING: Interference Causes Forgetting
*Proactive Interference
*Retroactive Interference
*Serial Position Effect … first and last parts of a poem are easier to remember or you are more likely to remember the names of those people you meet first and last than those in between.
Percentage of words recalled
90
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11
Position of word in list
12

Sin of forgetting
3) BLOCKING: Interference causes forgetting
Proactive (forward acting) Interference
 disruptive effect of prior learning on recall of new information
Retroactive (backwards acting) Interference
 disruptive effect of new learning on recall of old information

Proactive (forward acting) Interference
…disruptive effect of prior learning on recall of new information

Retroactive (backwards acting) Interference disruptive effect of new learning on recall of old information

Sin of forgetting
3) BLOCKING: Interference causes forgetting
Retroactive Interference
Percentage of syllables recalled
90%
80
70
60
50
40
30
20
10
0
After sleep
Without interfering events, recall is better
After remaining awake
1 2 3 4 5 6 7 8
Hours elapsed after learning syllables

Motivated Forgetting
*people unknowingly revise history
Repression
*defense mechanism that banishes anxietyarousing thoughts, feelings, and memories
Positive Transfer
*sometimes old information facilitates our learning of new information
*knowledge of Latin may help us to learn French

Sin of forgetting
3) BLOCKING: Interference causes forgetting
 Forgetting can occur at any memory stage
 As we process information, we filter, alter, or lose much of it

Sin of forgetting
3) BLOCKING: Interference causes forgetting
Sensory memory - the senses momentarily register amazing detail
Short term memory - a few items are both noticed and encoded
Long-term storage - Some items are altered or lost
Retrieval from long-term memory depending on interference, retrieval cues moods and motives, some things get retrieved, some don ’ t.
Information bits

Sin of Distortion
4) MISATTRIBUTION: Memories in Wrong Context
*sometimes memories are retrievable but are associated with the wrong time, place, or person.
CASE: Psychologist David Thompson was accused of rape, based on victim ’ s detailed description of her assailant. Fortunately, Thompson had an indisputable alibi. At the time of the crime, he was being interviewed live on television--about memory distortions. The victim had been watching the interview just before she was raped and had misattributed the assault to Thompson.

attributing to the wrong source an event we have experienced, heard about, read about, or imagined.
(Also called source misattribution.) Source amnesia, along with the misinformation effect, is at the heart of many false memories.

Forgetting as encoding failure
Which penny is the real thing?
(a)
When retrieving the image of a penny, we automatically fill in the gaps and missing details-without realizing how much of the memory we are actually creating.

Sin of Distortion
5) SUGGESTIBILITY: External Cues Distort or Create
Witnesses to crimes may be interviewed by police, who might make suggestions about the facts of the case-deliberately or intentionally--which may impact the testimony of the witness.
Loftus & Palmer (1974) set out test their hypothesis that the language used in eyewitness testimony can alter memory. So they aimed to show that leading questions could distort accounts of events, therefore making them unreliable.
Elizabeth Loftus
Click on picture for interview with Elizabeth Loftus

Sin of Distortion
5) SUGGESTIBILITY: External Cues Distort or Create
Participants were shown slides of a car accident involving a
Estimating the number of cars and were then speed of a car is asked to describe what had generally something happened as if they were that people are poor eyewitnesses.They were then at doing, suggesting asked specific questions, that they may have including the question "About been MORE OPEN how fast were the cars going
TO SUGGESTION.
when they (hit/smashed/ collided/bumped/contacted the five conditions) each other?"
This distortion of memory is known as the
MISINFORMATION EFFECT .

Sin of Distortion
5) SUGGESTIBILITY: External Cues Distort or Create
Depiction of actual accident
Eyewitnesses reconstruct memories when questioned
Leading question:
“ About how fast were the cars going when they smashed into each other?
”
Memory construction

Sin of Distortion
5) SUGGESTIBILITY: External Cues Distort or Create
Loftus then did research on FABRICATED
MEMORY . She contacted parents of college students and gained TRUE information of childhood events, which the students were asked to recall. Loftus then added FALSE, but plausible, events.
After many recall attempts over a series of days, many students claimed to recall the contrived events.
This research would lead other researchers to discuss the RECOVERED MEMORY CONTROVERY , wherein some psychologists may use suggestion techniques to create false recovered memories.

Most experts agree on the following:
1) Sexual abuse of children does occur at a rate more prevalent than suspected a generation ago. (McAnulty & Burnette, 2004)
2) Memories cued by suggestion are vulnerable to distortion and fabrication. (Loftus, 2003)
3) Memories from infancy or early children are likely to be fastasies or misattributions. (Schacter, 1996)
4) There is no infallible way to be sure about abusive memories without supporting evidence. (Ceci & Bruck, 1993)
5) Although traumatic events can be forgotten, they are more likely to form persistent, intrusive memories. Such events can permanently alter the structure of the hippocampus. (Teicher,
2002)
6) There is no solid evidence for repression, in the Freudian sense of an unconscious memory. (Schacter, 1996)

Sin of Distortion
5) SUGGESTIBILITY: External Cues Distort or Create
People fill in memory gaps with plausible guesses and assumptions
Imagining events can create false memories
Children's eyewitness recall
– Child sexual abuse does occur
– Some innocent people suffer false accusations
– Some guilty cast doubt on true testimony

Sin of Distortion
5) SUGGESTIBILITY: External Cues Distort or Create
Memories of Abuse
– Repressed or Constructed?
• Child sexual abuse does occur
• Some adults do actually forget such episodes
False Memory Syndrome
– condition in which a person ’ s identity and relationships center around a false but strongly believed memory of traumatic experience
– sometimes induced by well-meaning therapists

Sin of Distortion
5) SUGGESTIBILITY: External Cues Distort or Create
Most people can agree on the following:
– Injustice happens
– Incest happens
– Forgetting happens
– Recovered memories are commonplace
– Memories recovered under hypnosis or drugs are unreliable
– Memories of things happening before age 3 are unreliable
– Memories, whether false or real, are upsetting

Sin of Distortion
6) BIAS: Beliefs, Attitudes, and Opinions Distort Memories
Influence of personal beliefs, attitudes and experiences on memory:
* Expectancy Bias -unconscious tendency to remember events as being congruent with our expectations.
* Self-Consistency Bias -avoid inconsistency.
Emotions can distort our memories.

Sin of Intrusion
7) PERSISTENCE: When We Can ’ t Forget
Sometimes memory works all too well when
*intense negative emotions are involved
*intrusive recollections of unpleasant events lie at the heart of several psychological disorders.

Stress and Memory

TOT Phenomenon
(Tip of the Tongue)

Try to answer as many of the following questions as you can:
1) What is the North American equivalent of the reindeer?
2) What do artists call the board on which they mix paints?
3) What is the name for a tall, four-sided stone monument with a point at the top of its shaft?
4) What instrument do navigators use to determine latitude by sighting on the starts?
5) What is the name of the large metal urns used in
Russia to dispense tea?
6) What is the name of a small Chinese boat usually propelled with a single oar or pole?

Your responses probably fall into one of 3 categories: a) Recall of the correct word, b) Don ’ t have a clue, or c) Can ’ t retrieve the word but you have a strong sense that it is somewhere in memory.
Item “ C ” is an example of the TOT phenomenon . (tip of the tongue)
A likely explanation:
** interference --when memory blocks access or retrieval.
TOT occurs during a recall attempt, when there is a poor match between retrieval cues and the encoding of the word in long-term memory.

We filter information and fill in missing pieces
Misinformation Effect
– incorporating misleading information into one's memory of an event
Source Amnesia
– attributing to the wrong source an event that we experienced, heard about, read about, or imagined (misattribution)

Forgetting can result from failure to retrieve information from long-term memory
External events
Attention
Sensory memory
Encoding
Encoding
Short-term memory
Retrieval
Long-term memory
Retrieval failure leads to forgetting

The technical term for “ photographic memory ” is
EIDETIC IMAGERY .
Eidetic Imagery portrays the most interesting and meaningful parts of the scene most accurately, as compared with a photograph which renders everything in complete detail.
*possessed by about 5% of children.
*very rare past adolescence.
To produce an eidetic image, a person must
*study a scene for some time
*actively concentrate on this scene
*images fade quickly when the attention is diverted to something else.

• Study repeatedly
• Make the material meaningful
• Activate retrieval cues
• Use mnemonic devices
• Minimize interference
• Sleep more
• Test your own knowledge, both to rehearse it and to help determine what you do not yet know

Improve Your Memory
* Study repeatedly to boost recall
*Spend more time rehearsing or actively thinking about the material ( SQ3R )
(study, question, read, recite, review)
*Make material personally meaningful
*Use mnemonic devices
– associate with peg words- something already stored
– make up story
– chunk-acronyms

Improve Your Memory
* Activate retrieval cuesmentally recreate situation and mood
* Recall events while they are fresh- write down before interference
* Minimize interference
*Test your own knowledge
– rehearse
– determine what you do not yet know

MNEMONICS:
* Method of Loci (low-sye): Imagine a familiar sequence of places (bed, desk, chair)……to remember a grocery list, imagine tuna on the bed, shampoo spilled on the desk, and eggs open on the chair.
* Natural Language Mediators : make up a story using your list….(i..e.) The cat discovers I ’ m out of tuna so she interrupts me while I ’ m using shampoo and meows to egg me on.
” OR
The teacher who used rhymes to remember ( “ i before e except after c ” ) ( “ thirty days hath September….)
* Remembering Names : You might visualize Bob ’ s face in a big “ O ” or Ann, you might visualize “ Queen Ann sitting on a throne.
”

ANALYSIS
1) Which of the following is a major objection to the
“ video recorder ” theory of memory?
a) Like perception, memory is an interpretation of experience.
b) Memories are never accurate c) Unlike a video recorder, memory takes in and stores an enormous quantity of information from all the senses, not just vision d) Unlike a tape-recorded video memory, human memory cannot be edited and changed at a later time e) Memories do not degrade.

RECALL
2) Which of the following are the three essential tasks of memory?
a) Eidetic imagery, short-term memory, and recall.
b) Sensory, working, and long-term memory c) Remembering, forgetting, and repressing d) Recall, recognition, and relearning e) Encoding, storage, and retrieval

ANALYSIS
3) When you get a new cat, you will note her unique markings, so that you can remember what she looks like in comparison with other cats in the neighborhood.
What would a cognitive psychologist call this process of identifying the distinctive features of your cat?
a) eidetic imagery b) encoding c) recollection d) retrieval e) storage

UNDERSTANDING THE CORE CONCEPT
4) Which one of the following memory systems reconstructs material during retrieval?
a) Computer memory b) Human memory c) Video recorder memory d) Information recorded in a book e) Eidetic memory

RECALL
5) Which part of memory has the smallest capacity? (That is, which part of memory is considered the
“ bottleneck ” in the memory system?
a) Sensory memory b) Working memory c) Long-term memory d) Implicit memory e) Explicit memory

RECALL
6) Which part of long-term memory stores autobiographical information?
a) Semantic memory b) Procedural memory c) Recognition memory d) Episodic memory e) Eidetic memory

RECALL
7) In order to get material into permanent storage, it must be made meaningful while it is in a) sensory memory b) working memory c) long-term memory d) recall memory e) immediate memory

APPLICATION
8) As you study the vocabulary in this book, which method would result in the deepest level of processing?
a) Learning the definition given in the marginal glossary b) Marking each term with a highlighter each time it occurs in a sentence in the text c) Thinking of an example of each term d) Having a friend read a definition, with you having to identify the term in question form, as on the TV show Jeopardy .
e) Glossing over it, knowing you will see it later.

UNDERSTANDING THE CORE CONCEPT
9) As the information in this book passes from one stage of your memory to the next, the information becomes more a) important b) meaningful c) interesting d) accurate.
e) astute

APPLICATION
10) Remembering names is usually harder than remembering faces because names require ____, while faces require_____.
a) Short-term memory/long-term memory b) Declarative memory/procedural memory c) Encoding/retrieval d) Recall/recognition e) Storage/recall

APPLICATION
11) At a high school class reunion you are likely to experience a flood of memories that would be unlikely to come to mind under other circumstances. What memory process explains this?
a) Implicit memory b) Anterograde amnesia c) Encoding specificity d) The TOT phenomenon e) Retrograde amnesia

RECALL
12) A person experiencing the TOT phenomenon is unable to ____a specific word.
a) recognize b) recall c) encode d) learn e) store

UNDERSTANDING THE CORE CONCEPT
13) An implicit memory may be activated by priming, and an explicit memory may be activated by a recognizable stimulus. In either case, a psychologist would say that these memories are being a) cued b) recalled c) stored d) chunked e) learned

RECALL
14) Which one of the following statements best describes forgetting, as characterized by Ebbinghaus ’ s forgetting curve?
a) We forget at a constant rate.
b) We forget slowly at first and then more rapidly as time goes on.
c) We forget rapidly at first and the more slowly as time goes on.
d) Ebbinghaus ’ s method of relearning showed that we never really forget.
e) We never forget.

APPLICATION
15) Which kind of forgetting is involved when the sociology I studied yesterday makes it more difficult to learn and remember the psychology I am studying today?
a) Proactive interference b) Retroactive interference.
c) Decay d) Retrieval failure.
e) Heuristics

RECALL
16) What is the term for the controversial notion that memories can be blocked off in the unconscious, where they may cause physical and mental problems?
a) interference b) repression c) persistence d) absent-mindedness e) transcience

RECALL
17) Which one of the seven “ sins ” of memory is disputed by those who believe that memories of childhood abuse can, in many cases, be recovered during adulthood?
a) transcience b) persistence c) absent-mindedness d) suggestibility e) decay

UNDERSTANDING THE CORE CONCEPT
18) Which one of the “ sins ” of memory probably helps us avoid dangerous situations we have encountered before?
a) suggestibility b) bias c) persistence d) misattribution e) absent-mindedness

Show
DISCOVERING PSYCHOLOGY
#9 Remembering and Forgetting
And
THE MIND
#10 Life Without Memory (clive Wearing)
#11 Clive Wearing Part 2