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Chap 6
Memory
Copyright © Pearson Education, 2009
Definitional and
Application Slides
2
Copyright © 2009, Pearson Education
LO 6.1
Which of the following is true about the process of
encoding?
1.
2.
3.
4.
5.
It holds information in memory for some time.
It involves accessing information in memory for use.
It involves transforming information from one form to
another in order for it to get into a particular part of
memory.
It is limited to only converting sensory information
into signals for the brain to use.
The length of time that is involved in this process
may vary greatly, anywhere from a couple of
seconds to permanently.
3
Copyright © 2009, Pearson Education
LO 6.1
Which of the following is true about the process of
encoding?
1.
2.
3.
4.
5.
It holds information in memory for some time.
It involves accessing information in memory for use.
It involves transforming information from one
form to another in order for it to get into a
particular part of memory. (p. 222)
It is limited to only converting sensory information
into signals for the brain to use.
The length of time that is involved in this process
may vary greatly, anywhere from a couple of
seconds to permanently.
4
Copyright © 2009, Pearson Education
LO 6.2
Using the partial report technique, Sperling discovered that
this part of memory has a duration of only half a second.
1.
2.
3.
4.
5.
Echoic memory
Iconic memory
Short term memory
Working memory
Semantic memory
5
Copyright © 2009, Pearson Education
LO 6.2
Using the partial report technique, Sperling discovered that
this part of memory has a duration of only half a second.
1.
2.
3.
4.
5.
Echoic memory
Iconic memory (p. 227)
Short term memory
Working memory
Semantic memory
6
Copyright © 2009, Pearson Education
LO 6.3
The part of memory that has a capacity of about 7 items
and whose duration can be increased through techniques
such as maintenance rehearsal and chunking is called:
1.
2.
3.
4.
5.
long term memory.
sensory memory.
iconic memory.
echoic memory.
working memory.
7
Copyright © 2009, Pearson Education
LO 6.3
The part of memory that has a capacity of about 7 items
and whose duration can be increased through techniques
such as maintenance rehearsal and chunking is called:
1.
2.
3.
4.
5.
long term memory.
sensory memory.
iconic memory.
echoic memory.
working memory. (p. 229-230)
8
Copyright © 2009, Pearson Education
LO 6.5
Knowledge of who the first person to walk on the
moon was is probably stored in:
1.
2.
3.
4.
5.
episodic memory.
semantic memory.
implicit memory.
procedural memory.
short term memory.
9
Copyright © 2009, Pearson Education
LO 6.5
Knowledge of who the first person to walk on the
moon was is probably stored in:
1.
2.
3.
4.
5.
episodic memory.
semantic memory. (p. 234)
implicit memory.
procedural memory.
short term memory.
10
Copyright © 2009, Pearson Education
LO 6.5
Verification of the statement “a beagle is a dog” is much
faster than verification of the statement “a beagle is an
animal” according to what model?
1.
2.
3.
4.
5.
Semantic network
Parallel distributed processing
Levels of processing
Elaborative rehearsal
Cocktail party effect
11
Copyright © 2009, Pearson Education
LO 6.5
Verification of the statement “a beagle is a dog” is much
faster than verification of the statement “a beagle is an
animal” according to what model?
1.
2.
3.
4.
5.
Semantic network (p. 235-236)
Parallel distributed processing
Levels of processing
Elaborative rehearsal
Cocktail party effect
12
Copyright © 2009, Pearson Education
LO 6.6
According to __________________, a student will do
better on a psychology test if he or she takes the test in the
same room as they learned material.
1.
2.
3.
4.
5.
serial position effect
primacy effect
encoding specificity effect
state dependent learning
recency effect
13
Copyright © 2009, Pearson Education
LO 6.6
According to __________________, a student will do
better on a psychology test if he or she takes the test in the
same room as they learned material.
1.
2.
3.
4.
5.
serial position effect
primacy effect
encoding specificity effect (p. 237-238)
state dependent learning
recency effect
14
Copyright © 2009, Pearson Education
LO 6.7
Which of the following is NOT an example of recall?
1.
2.
3.
4.
5.
Answering an essay question on an English test
Remembering a friend’s name when asked by another
person
Answering a question on a multiple choice test
correctly
Remembering where you placed your car keys
Filling in the blanks of information on a college
application.
15
Copyright © 2009, Pearson Education
LO 6.7
Which of the following is NOT an example of recall?
1.
2.
3.
4.
5.
Answering an essay question on an English test
Remembering a friend’s name when asked by another
person
Answering a question on a multiple choice test
correctly (p. 239)
Remembering where you placed your car keys
Filling in the blanks of information on a college
application.
16
Copyright © 2009, Pearson Education
LO 6.7
When a student is read a list of digits and asked to recall
them, she remembers the first items on the list much better
than the items in the middle of the list due to:
1.
2.
3.
4.
5.
Recency effect
Automatic encoding
Flashbulb memories
Primacy effect
Encoding specificity
17
Copyright © 2009, Pearson Education
LO 6.7
When a student is read a list of digits and asked to recall
them, she remembers the first items on the list much better
than the items in the middle of the list due to:
1.
2.
3.
4.
5.
Recency effect
Automatic encoding
Flashbulb memories
Primacy effect (p. 239)
Encoding specificity
18
Copyright © 2009, Pearson Education
LO 6.7
Which of the following is NOT true of flashbulb memories?
1.
2.
3.
4.
5.
They occur when an unexpected event occurs in a
person’s life.
The usually have strong emotional associations.
They are usually very accurate.
They appear to be very vivid to the person.
They usually occur due to automatic encoding.
19
Copyright © 2009, Pearson Education
LO 6.7
Which of the following is NOT true of flashbulb memories?
1.
2.
3.
4.
5.
They occur when an unexpected event occurs in a
person’s life.
The usually have strong emotional associations.
They are usually very accurate. (p. 242-243)
They appear to be very vivid to the person.
They usually occur due to automatic encoding.
20
Copyright © 2009, Pearson Education
LO 6.8
One problem with courtroom testimony is that lawyers
might phrase a question as to influence a person’s recall of
a crime scene. This may be referred to as the:
1.
2.
3.
4.
5.
Hindsight bias
Misinformation effect
Forgetting curve
Encoding failure
False feedback
21
Copyright © 2009, Pearson Education
LO 6.8
One problem with courtroom testimony is that lawyers
might phrase a question as to influence a person’s recall of
a crime scene. This may be referred to as the:
1.
2.
3.
4.
5.
Hindsight bias
Misinformation effect (p. 245)
Forgetting curve
Encoding failure
False feedback
22
Copyright © 2009, Pearson Education
LO 6.10
According to research on Ebbinghaus’ forgetting curve:
1.
2.
3.
4.
5.
Forgetting is slow at first, but then speeds up as time
goes on.
The amount of forgetting that occurs is not influenced
by the amount of time after a list of words is learned.
Forgetting is faster for meaningful words than
nonsense syllables.
Forgetting is very rapid within the first few hours of
learning, but then decreases gradually.
Forgetting is greatest when the environment in which a
list of words was learned is different than the
environment in which it is tested.
23
Copyright © 2009, Pearson Education
LO 6.10
According to research on Ebbinghaus’ forgetting curve:
1.
2.
3.
4.
5.
Forgetting is slow at first, but then speeds up as time
goes on.
The amount of forgetting that occurs is not influenced
by the amount of time after a list of words is learned.
Forgetting is faster for meaningful words than
nonsense syllables.
Forgetting is very rapid within the first few hours
of learning, but then decreases gradually. (p. 248249)
Forgetting is greatest when the environment in which a
list of words was learned is different than the
environment in which it is tested.
24
Copyright © 2009, Pearson Education
LO 6.10
Julie first learned French, then she learned Spanish.
However, she finds that often times when she speaks
French, Spanish words seem to creep in. This is an
example of _______________.
1.
2.
3.
4.
5.
retroactive interference
proactive interference
memory trace
constructive processing
levels of processing
25
Copyright © 2009, Pearson Education
LO 6.10
Julie first learned French, then she learned Spanish.
However, she finds that often times when she speaks
French, Spanish words seem to creep in. This is an
example of _______________.
1.
2.
3.
4.
5.
retroactive interference (p. 251)
proactive interference
memory trace
constructive processing
levels of processing
26
Copyright © 2009, Pearson Education
LO 6.11
The area of the brain that is responsible for the process of
consolidation, which occurs after learning takes place, is
called:
1.
2.
3.
4.
5.
Amygdala
Hypothalamus
Hippocampus
Thalamus
Frontal lobe
27
Copyright © 2009, Pearson Education
LO 6.11
The area of the brain that is responsible for the process of
consolidation, which occurs after learning takes place, is
called:
1.
2.
3.
4.
5.
Amygdala
Hypothalamus
Hippocampus (p. 252)
Thalamus
Frontal lobe
28
Copyright © 2009, Pearson Education
LO 6.12
The onset of this brain disease occurs when a person
starts to show symptoms of memory loss that gradually
increase in severity over time, and it is the third leading
cause of death in late adulthood.
1.
2.
3.
4.
5.
Anterograde amnesia
Retrograde amnesia
Infantile amnesia
Alzheimer’s disease
Parkinson’s disease
29
Copyright © 2009, Pearson Education
LO 6.12
The onset of this brain disease occurs when a person
starts to show symptoms of memory loss, that gradually
increase in severity over time, and it is the third leading
cause of death in late adulthood.
1.
2.
3.
4.
5.
Anterograde amnesia
Retrograde amnesia
Infantile amnesia
Alzheimer’s disease (p. 255)
Parkinson’s disease
30
Copyright © 2009, Pearson Education
Critical Thinking & Student
Opinion Slides
31
Copyright © 2009, Pearson Education
For this demonstration, half of the students
should put their heads down for the first
questions, and then students will switch.
32
Copyright © 2009, Pearson Education
First half ready…
33
Copyright © 2009, Pearson Education
You have 30 seconds to memorize
the following BLUE words:
Mammal
Farm
Zoo
Bird
Large
cow
zebra
emu
horse
giraffe
eagle
pig
baboon
ostrich
Insect
Small
finch
Winged
Flightless
locust
tick
robin
butterfly
spider
swallow
mosquito
ant
34
Copyright © 2009, Pearson Education
You have 60 seconds to write down as many of
those words as you can remember (in any
order). There are 18 words.
35
Copyright © 2009, Pearson Education
Second half ready…
36
Copyright © 2009, Pearson Education
You have 30 seconds to memorize
the following words:
Ant
Finch
Pig
Baboon
Giraffe
Robin
Butterfly
Horse
Spider
Cow
Locust
Swallow
Eagle
Mosquito
Tick
Emu
Ostrich
Zebra
37
Copyright © 2009, Pearson Education
You have 60 seconds to write down as many of
those words as you can remember (in any
order). There are 18 words.
38
Copyright © 2009, Pearson Education
EVERYONE
Now, check to see how many you got correct.
Ant
Finch
Pig
Baboon
Giraffe
Robin
Butterfly
Horse
Spider
Cow
Locust
Swallow
Eagle
Mosquito
Tick
Emu
Ostrich
Zebra
39
Copyright © 2009, Pearson Education
For first group only
I got ___ correct.
A. 1-4
B. 5-8
C. 9-11
D. 12-14
E. 15-18
40
Copyright © 2009, Pearson Education
For second group only
I got ___ correct.
A. 1-4
B. 5-8
C. 9-11
D. 12-14
E. 15-18
41
Copyright © 2009, Pearson Education
Comparison
First group:
Second group:
I got ___ correct.
I got ___ correct.
A. lower
A. lower
E. higher
E. higher
42
Copyright © 2009, Pearson Education
Elephant
Trapeze
Mother
Popsicle
Cottage
Salmon
Grasp
Drumstick
Station
Tomato
Telegraph
Gunfire
43
Copyright © 2009, Pearson Education
Write down as many words as you can
remember in any order (there are 12 words).
44
Copyright © 2009, Pearson Education
Count how many you got correct:
Elephant
Trapeze
Mother
Popsicle
Cottage
Salmon
Grasp
Drumstick
Station
Tomato
Telegraph
Gunfire
45
Copyright © 2009, Pearson Education
I remembered
A. less than 3 words total
B. 4-5 words total
C. 6-8 words total
D. 9-10 words total
E. 11-12 words total
46
Copyright © 2009, Pearson Education
Of the words “elephant, mother, and cottage”, I
remembered
A. None
B. One
C. Two
D. Three
47
Copyright © 2009, Pearson Education
Of the words “grasp, station, and telegraph”, I
remembered
A. None
B. One
C. Two
D. Three
48
Copyright © 2009, Pearson Education
Of the words “trapeze, popsicle, salmon”, I
remembered
A. None
B. One
C. Two
D. Three
49
Copyright © 2009, Pearson Education
Of the words “drumstick, tomato, gunfire”, I
remembered
A. None
B. One
C. Two
D. Three
50
Copyright © 2009, Pearson Education