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Learning Objectives OBJECTIVE 9.1 — Define memory and explain the three processes of memory. OBJECTIVE 9.2 — Describe sensory memory, including how icons and echoes function in this memory system, and explain how information is transferred from sensory memory to shortterm memory. OBJECTIVE 9.3 — Describe short-term memory in terms of capacity, how information is encoded, permanence, and susceptibility to interference. Include the concept of working memory. OBJECTIVE 9.4 — Describe long-term memory in terms of permanence, capacity and the basis on which information is stored; define dual memory; and explain how one’s culture affects memory. OBJECTIVE 9.5 — Explain the “magic number” seven; describe chunking; and explain how the two types of rehearsal affect memory. OBJECTIVE 9.6 — Discuss the permanence of memory including the work of Penfield and the Loftuses. OBJECTIVE 9.7 — Explain how memories are constructed. Include the concepts of constructive processing and pseudo-memories. OBJECTIVE 9.8 — Discuss the effects of hypnosis on memory and how a cognitive interview can improve eyewitness memories. OBJECTIVE 9.9 — Briefly describe how long-term memories are organized, including the network model and redintegrative memories. OBJECTIVE 9.10 — Differentiate procedural (skill) memory from declarative (fact) memory and define and give examples of the two kinds of declarative memory (semantic and episodic). OBJECTIVE 9.11 — Explain the tip-of-the tongue phenomenon (including the feeling of knowing). OBJECTIVE 9.12 — Describe and give an example of each of the following ways of measuring memory: a. recall (include the serial position effect); b. recognition (compare to recall and include the concept of distractors); c. relearning (include the concept of savings). OBJECTIVE 9.13 — Distinguish between explicit and implicit memories. Include a discussion of priming. OBJECTIVE 9.14 — Describe the concepts of internal imagery and eidetic imagery and their effects on long-term memory and explain how these abilities are different from having an exceptional memory. OBJECTIVE 9.15 — Explain Ebbinghaus’ curve of forgetting. OBJECTIVE 9.16 — Discuss the following explanations of forgetting: a. encoding failure; b. decay of memory traces; c. disuse (give three reasons to question this explanation); d. cuedependent forgetting; e. state-dependent learning; f. interference (list and explain the two types of interference and how they are investigated in the laboratory); g. positive and negative transfer: h. repression (and differentiate it from suppression). OBJECTIVE 9.17 — Describe the false memory syndrome. OBJECTIVE 9.18 — Describe flashbulb memories, retrograde and anterograde amnesia, and the role of consolidation in memory, including the effects of ECS. OBJECTIVE 9.19 — Name the structure in the brain that is responsible for switching information from STM to LTM. Include a discussion of the engram and the relationship between learning and transmitter chemicals. OBJECTIVE 9.20 — Describe each of the following in terms of how it can improve memory: a. knowledge of results; b. recitation; c. rehearsal; d. selection; e. organization; f. whole versus part learning; g. serial position effect; h. cues; i. overlearning; j. spaced practice; k. sleep; l. hunger; m. extension of memory intervals; n. review; o. strategies to aid recall, including the cognitive interview. OBJECTIVE 9.21 — Define mnemonic; explain the four basic principles of using mnemonics; and three techniques for using mnemonics to remember things in order.