Myers’ Psychology for AP*...Unit Overview • The Phenomenon of Memory • Information Processing...
Transcript of Myers’ Psychology for AP*...Unit Overview • The Phenomenon of Memory • Information Processing...
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Myers’ Psychology for AP*
David G. Myers
*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.
PowerPoint Presentation Slides
by Kent Korek
Germantown High SchoolWorth Publishers, © 2010
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Unit 7A:
Cognition: Memory
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Unit Overview
• The Phenomenon of Memory
• Information Processing
• Forgetting
• Memory Construction
• Improving Memory
Click on the any of the above hyperlinks to go to that section in the presentation.
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The Phenomenon of Memory
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Introduction
• Memory
• Extremes of memory
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Information Processing
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IntroductionAtkinson-Shiffrin Three-Stage Model
• Encoding
• Storage
• Retrieval
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Introduction
• Connectionism
–Sensory memory
–Short-term memory
–Long-term memory
• Modified version of the three-
stage processing model of
memory
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Introduction
• Modified version of the three-stage
processing model of memory
–Information directly into long-term
memory
–Working memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Modified Three-stage Processing
Model of Memory
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Task
• On a Scratch piece of paper try to name the 7 Dwarfs
• Discussion
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Identify the 7 Dwarfs
• Grouchy, Grabby, Fearful, Sleepy, Smiley, Jumpy, Hopeful, Shy, Droopy, Dopey, Sniffy, Wishful, Puffy, Dumpy, Sneezy, Lazy, Pop, Grumpy, Bashful, Cheerful, Teach, Shorty, Nifty, Happy, Doc, Wheezy, Stubby
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Encoding: Getting Information InHow We Encode
• Automatic Processing
–Parallel processing
–Automatic processing
• Space
• Time
• Frequency
• Well-learned information
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Spring is the
The most beautiful
Time of the year
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Encoding: Getting Information InHow We Encode
• Effortful Processing
• Rehearsal (conscious
repetition)
• Ebbinghaus
curve
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Encoding: Getting Information InHow We Encode
• Ebbinghaus curve
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Encoding: Getting Information InHow We Encode
• Overlearning
• Spacing effect
–Massed practice
–Distributed practice
• Testing effect
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Encoding: Getting Information InHow We Encode
• Serial position effect
–Recency effect
–Primacy effect
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Encoding: Getting Information InWhat We Encode
• Levels of Processing
–Visual encoding
–Acoustic encoding
–Semantic encoding
• Self-reference effect
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Encoding: Getting Information InWhat We Encode
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Encoding: Getting Information InWhat We Encode
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Encoding: Getting Information InWhat We Encode
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Encoding: Getting Information InWhat We Encode
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Encoding: Getting Information InWhat We Encode
• Visual Encoding
–Imagery
• Rosy retrospection
–Mnemonics
• Peg-word system
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Encoding: Getting Information InWhat We Encode
• Organizing Information for Encoding
–Chunking
• acronym
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Encoding: Getting Information InWhat We Encode
• Organizing Information for Encoding
–Chunking
• acronym
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Encoding: Getting Information InWhat We Encode
• Organizing Information for Encoding
–Chunking
• acronym
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Encoding: Getting Information InWhat We Encode
• Organizing Information for Encoding
–Chunking
• acronym
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Encoding: Getting Information InWhat We Encode
• Organizing Information for Encoding
–Chunking
• acronym
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Encoding: Getting Information InWhat We Encode
• Organizing Information for Encoding
–Chunking
• acronym
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Encoding: Getting Information InWhat We Encode
• Organizing Information for Encoding
–Chunking
• acronym
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Encoding: Getting Information InWhat We Encode
• Organizing Information for Encoding
–Hierarchies
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Storage: Retaining InformationSensory Memory
• Sperling’s memory experiment
• Iconic memory
• Echoic memory
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Storage: Retaining InformationWorking/Short-Term Memory
• Magic number Seven
–Plus or minus 2
• The list of magic sevens– Seven wonders of world
– Seven seas
– Seven deadly sins
– Seven primary colors
– Seven musical scale notes
– Seven days of the week
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Storage: Retaining InformationLong-Term Memory
• Unlimited nature of long-term memory
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Storage: Retaining InformationStoring Memories in the Brain
• Synaptic Changes
–Memory trace
–Long-term potentiation
(LTP)
–Memory boosting drugs
• CREB
• glutamate
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Storage: Retaining InformationStoring Memories in the Brain
Stress Hormones and Memory
–Emotions and memories
–Flashbulb memory
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Storage: Retaining InformationStoring Memories in the Brain
• Storing Implicit and Explicit Memories
–Amnesia
–H.M. Studies
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Storage: Retaining InformationStoring Memories in the Brain
• Storing Implicit and Explicit Memories
– Implicit memory (nondeclarative memory)
–Explicit memory (declarative memory)
• Hippocampus
• Cerebellum
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Storage: Retaining InformationStoring Memories in the Brain
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Retrieval: Getting Information Out
• Recall
• Recognition
• Relearning
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Retrieval: Getting Information OutRetrieval Cues
• Retrieval
cues
• Mnemonic
devices
• Priming
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Priming
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Priming
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Priming
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Retrieval: Getting Information OutContext Effects
• Context effects
• Déjà vu
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Retrieval: Getting Information OutContext Effects
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Retrieval: Getting Information OutContext Effects
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Retrieval: Getting Information OutContext Effects
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Retrieval: Getting Information OutContext Effects
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Retrieval: Getting Information OutContext Effects
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Retrieval: Getting Information OutContext Effects
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Retrieval: Getting Information OutMoods and Memories
• State dependent memory
• Mood
congruent
memory
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Forgetting
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Introduction
• A.J.
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Introduction
• Schacter’s sevens sins of memory
–Sins of Forgetting
• Absent-mindedness
• Transience
• Blocking
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Introduction
• Schacter’s sevens sins of memory
–Sins of distortion
• Misattribution
• Suggestibility
• Bias
–Sin of intrusion
• persistence
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Encoding Failure
• Encoding failure
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Encoding Failure
• Encoding failure
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Encoding Failure
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Storage Decay
• Storage decay
–Ebbinghaus curve
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Storage Decay
• Storage decay
–Ebbinghaus curve
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Ebbinghaus Curve
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Ebbinghaus Curve
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Retrieval Failure
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Retrieval FailureInterference
• Proactive interference (forward acting)
• Retroactive interference (backward-
acting)
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Retrieval FailureInterference
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Retrieval FailureInterference
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Retrieval FailureInterference
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Retrieval FailureInterference
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Retrieval FailureInterference
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Retrieval FailureMotivated Forgetting
• Self-serving
personal histories
• Repression
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Retrieval FailureMotivated Forgetting
• Self-serving
personal histories
• Repression
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Retrieval FailureMotivated Forgetting
• Self-serving
personal histories
• Repression
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Retrieval FailureMotivated Forgetting
• Self-serving
personal histories
• Repression
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Memory Construction
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Misinformation and Imagination
Effects
• Loftus memory studies
–Misinformation effect
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Source Amnesia
• Source amnesia (source
misattribution)
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Discerning True and False
Memories
• Memory studies
• Eye witness testimony
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Children’s Eyewitness Recall
• Children’s memories of abuse
–Suggestibility
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Repressed or Constructed
Memories of Abuse?
• Areas of agreement
– Sexual abuse happens
– Injustice happens
– Forgetting happens
– Recovered memories are incomplete
– Memories before 3 years are unreliable
– Hypnotic memories are unreliable
– Memories can be emotionally upsetting
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Repressed or Constructed
Memories of Abuse?
• Loftus studies with children
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Improving Memory
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Improving Memory Techniques
• 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
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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• Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks
can be identified by the text being underlined and a different color (usually purple).
– Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’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.
– Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation.
These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation.
For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.
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Teacher Information• Continuity slides
– Throughout this presentation 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
262-253-3400
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Division title (green print)
subdivision title (blue print)
• xxx
–xxx
–xxx
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Division title (green print)
subdivision title (blue print)
Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete
this box when finished
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Definition Slide
= add definition here
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Definition
Slides
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Memory
= the persistence of learning over time
through the storage and retrieval of
information.
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Encoding
= the processing of information into the
memory systems – for example, by
extracting meaning
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Storage
= the retention of encoded information over
time.
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Retrieval
= the process of getting information out of
memory storage.
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Sensory Memory
= the immediate, very brief recording of
sensory information in the memory
system.
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Short-term Memory
= activated memory that holds a few items
briefly, such as the seven digits of a phone
number while dialing before the
information is stored or forgotten.
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Long-term Memory
= the relatively permanent and limitless
storehouse of the memory system.
Includes knowledge, skills, and
experiences.
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Working Memory
= a newer understanding of short-term
memory that focuses on conscious, active
processing of incoming auditory and
visual-spatial information, and of
information retrieved from long-term
memory.
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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 step-
by-step (serial) processing of most
computers and of conscious problem
solving.
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Automatic Processing
= unconscious encoding of incidental
information, such as space, time and
frequency, and of well-learned information,
such as word meanings.
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Effortful Processing
= encoding that requires attention and
conscious effort.
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Rehearsal
= the conscious repetition of information,
either to maintain it in consciousness or to
encode it for storage.
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Spacing Effect
= the tendency for distributed study or
practice to yield better long-term retention
than is achieved through massed study or
practice.
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Serial Position Effect
= our tendency to recall best the last and
first items in a list.
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Visual Encoding
= the encoding of picture images.
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Acoustic Encoding
= the encoding of sound, especially the
sound of words.
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Semantic Encoding
= the encoding of meaning, including the
meaning of words.
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Imagery
= mental pictures; a powerful aid to effortful
processing, especially when combined
with semantic encoding.
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Mnemonics
= memory aids, especially those techniques
that use vivid imagery and organizational
devices.
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Chunking
= organizing items into familiar, manageable
units; often occurs automatically.
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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.
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Echoic Memory
= a momentary sensory memory of auditory
stimuli; if attention is elsewhere, sounds
and words can still be recalled within 3 or
4 seconds.
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Long-term Potentiation (LTP)
= an increase in a synapse’s firing potential
after brief, rapid stimulation. Believed to
be a neural basis for learning and memory.
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Flashbulb Memory
= a clear memory of an emotionally
significant moment or event.
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Amnesia
= loss of memory.
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Implicit Memory
= retention independent of conscious
recollection. (Also called nondeclarative or
procedural memory)
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Explicit Memory
= memory of facts and experiences that one
can consciously know and “declare.” (Also
called declarative memory)
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Hippocampus
= a neural center that is located in the limbic
system; helps process explicit memories
for storage.
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Recall
= a measure of memory in which the person
must retrieve information learning earlier,
as on a fill-in-the-blank test.
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Recognition
= a measure of memory in which the person
need only identify items previously
learned, as on a multiple-choice test.
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Relearning
= a measure of memory that assesses the
amount of time saved when learning
material for a second time.
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Priming
= the activation, often unconsciously, of
particular associations in memory.
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Deja Vu
= that eerie sense that “I’ve experienced this
before.” Cues from the current situation
may subconsciously trigger retrieval of an
earlier experience.
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Mood Congruent Memory
= the tendency to recall experiences that are
consistent with one’s current good or bad
mood.
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Proactive Interference
= the disruptive effect of prior learning on the
recall of new information.
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Retroactive Interference
= the disruptive effect of new learning on the
recall of old information.
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Repression
= in psychoanalytic theory, the basic
defense mechanism that banishes from
consciousness anxiety-arousing thoughts,
feelings, and memories.
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Misinformation Effect
= incorporating misleading information into
one’s memory of an event.
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Source Amnesia
= 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.