Thinking About Psychology The Science of Mind and Behavior 3e

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Thinking About Psychology

The Science of Mind and Behavior 3e

Charles T. Blair-Broeker & Randal M. Ernst

PowerPoint Presentation Slides by Kent Korek

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Cognition Domain

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Memory

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Forgetting and Memory Construction

Module 23

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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.

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Forgetting as Encoding Failure

Module 23: Forgetting and Memory Construction

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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.

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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

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Which is the Right Penny?

(From Nickerson & Adams, 1979)

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Which is the Right Penny?

(From Nickerson & Adams, 1979)

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Forgetting as Storage Failure

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Hermann Ebbinghaus (1850-1909)

• German philosopher

who pioneering memory studies.

• Developed the forgetting curve, also called the

“retention curve” or

“Ebbinghaus curve”

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The Forgetting Curve

(Adapted from Ebbinghaus, 1885)

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Permastore Memory

• Long-term memories that are

especially resistant to forgetting and

that are likely to last a lifetime.

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Forgetting as Retrieval Failure

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Forgetting as Retrieval Failure:

Interference

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Interference

• A retrieval problem when one memory gets in the way of remembering another

• Two types of interference:

– Proactive interference

– Retroactive interference

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Proactive Interference

• When an older memory disrupts the

recall of a newer memory.

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Proactive Interference

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Retroactive Interference

• When a more recent memory disrupts

the recall of an older memory.

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Retroactive Interference

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Forgetting as Retrieval Failure:

Motivated Forgetting

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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

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Memory Construction

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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

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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

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Misinformation Effect

• Incorporating misleading information into a memory of an event.

• Affects eyewitness testimony

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Misinformation Effect

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Memory Construction:

Children’s Recall

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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

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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

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Memory Construction:

Recovered Memories

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Accuracy of Memories

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The End

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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.

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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.

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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 [email protected] with any questions, concerns, suggestions, etc. regarding these presentations.

Kent Korek

Germantown High School Germantown, WI 53022

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