UNIT 8 COGNITION:

MEMORY & PROBLEM

SOLVING

How important is memory to us?

How is memory both reproduction and reconstruction?

MEMORY 101

•Stages

•Encoding

•Storage

•Retrieval

INFORMATION PROCESSING

MODEL

M31 FRQ Practice 1

To remember something we must get information

into our brain, retain the information, and later get

the information back out. Making sure you use the

terms for these three steps of the process, explain

how this system would apply if you needed to learn

the name of a new student who just enrolled in your

today.

M31 FRQ Practice 1 Answer

Encoding is the process of getting the new students

name into your brain

Storage is keeping that name in your memory

Retrieval is the process of using that name when

greeting the new student later.

M31 FRQ Practice 2

Last evening, Carlos’ mom told him he needed to

buy milk today. So, he hopped on his bicycle this

morning and headed to the corner store to pick up

a gallon. Explain how both implicit and explicit

memories were involved in Carlos’ errand.

M31 FRQ Practice 2 Answer

Implicit memories do not require conscious

recollection

Carlos’ memory of how to ride his bicycle is implicit

Explicit memories can be consciously known and

declared

Carlos’ memory of the purpose of the errand, to

buy milk, is explicit

M32 FRQ Practice 1

Consider an explicit memory; such as a memory of

what happened in your science class yesterday.

Explain the process that allows memory to occur at

the synaptic level. Explain the role of the two parts

of the brain in your memory of the class.

M32 FRQ Practice 1 answer

Long-term potentiation (LTP) increases the cells’

firing potential at the synapse

The hippocampus gives the command to “save” a

memory

The frontal lobes allow you to process the memory

information

M32 FRQ Practice 2

You have a friend, Rachel, who cannot remember

where she left a check she had received from a

relative for her birthday. She remembers having

drunk several cups of tea the morning she received

the check, and she remembers taking it to her

bedroom. Explain how Rachel can take advantage

of context-dependent memory and state-dependent

memory to remember where in her bedroom she left

the check.

M32 FRQ Practice 2 Answer

In order to take advantage of context-dependent

memory, Rachel should return to her bedroom.

Being in the place where she left the check may

prime her memories of where, exactly, she left it.

In order to take advantage of state-dependent

memory, Rachel should drink several cups of tea. If

she was caffeinated when she left the check in the

room, she will remember better when she is in the

same caffeinated state.

Developmental Psych Review Topics

Pruning

Egocentricism

Parenting styles

Kohlberg & Moral reasoning types

Ericksons stages of development

Morphemes

Chomsky’s languagetheory

Criticisms of stage theories

Teratogens

Habituation

Piaget’s theory

Schemas

Assimilation

Stages

ASD

Harlow Attachment studies

Imprinting

Temperament

Self-concept

Gender identity & social learning theory

Sexual development

Forgetting, Memory Construction &

Memory Improvement

How Fragile is Memory?

Memory Construction Errors

Misinformation Effect

Imagination inflation

Source Amnesia

Discerning True/False

Forgetting

Identify and explain the types of forgetting

• Decay

• Interference

• Repression

• Types of Amnesia

M33 FRQ Practice 1

Tasnia feels like she encodes material well, but still

forgets the material on test day. Explain how her

forgetting might be related to problems with each

of the following:

Storage

Retrieval

M33 FRQ Practice 1 Answer

Forgetting may be related to decay of stored

material

Forgetting may be related to interference during

retrieval (or motivational forgetting)

M33 FRQ Practice 2

Your younger sister has asked you for help because

she feels she cannot remember class material well

enough to get good grades on her tests. Provide

three specific pieces of advice that she should

consider, making sure that your advices is based on

psychological science.

M33 FRQ Practice 2 Answer

Rehearse Repeatedly

Make the material meaningful

Activate retrieval cues

Use mnemonic devices

Minimize Interference

Sleep more

Test yourself

Cognition-Overview of Basics

Cognition defined

Concepts, Prototypes

Convergent vs Divergent Thinking

Sternberg-Five Components of Creativity

Problem Solving: Strategies &

Obstacles

Complete Problem Solving Strategies Primer Handout

Algorithims, Heuristics,Insight

Confirmation Bias, Mental Set

Representativeness &Availability Heuristics

Overconfidence, Belief Perseverance, Framing

Problem Solving

Activities

Module 34 FRQ Practice

Compare the notions of concept and prototype

A concept is a mentalgrouping of similarobjects, events, ideas,and people

A prototype is a mental image or best example of a caterogry

Identify and explain four of the five components of creativity according to Sternberg

Expertise (well-developed knowledge base in a subject)

Imaginative thinking skills(seeing things in novel ways)

Intrinsic Motivation (being driven more by interest than by external pressures)

Venturesome personality (seeking new experiences)

Creative environment (environment that sparks and supports creativity)

Module 35 FRQ Practice

Name and define two problem-solving strategies. Explain an advantage each has over the other

Answer

Algorithm is a step-by-step procedure that guarantees a solution

Heuristic is a simple thinking strategy that often allows us to make quick judgements

Algorithm advantage: more likely to produce correct solution

Heuristic advantage: often faster

Explain how each of the following can lead to inaccurate judgements, overconfidence, mental set, and confirmation bias

Answer

Overestimating the accuracy of our beliefs which can lead to inaccurate judgements

May prevent thinking of a new, correct approach, given the success of an approach that has worked in the past.

Ignoring or distorting the evidence contrary to our preconceptions, which can lead to inaccurate judgments

MC By Module

Module 31

D, A, C, E, A

Module 32

E, E, C, B, D

Module 33

C, E, B, B, E

Module 34

A, D, E

Module 35

B, A, C, E

M/C Review (unit 385-387

11. D

12. D

13. A

14. C

15. D

16. B

17. E

18. D

19. D

20. E

21. D

22. A

23. B

24. A

Unit (385-387)

1. C

2. C

3. A

4. E

5. A

6. A

7. D

8. E

9. E

10. B