Download Thinking About Psychology The Science of Mind and Behavior 3e

Thinking About Psychology
The Science of Mind and Behavior 3e
Charles T. Blair-Broeker & Randal M. Ernst
PowerPoint Presentation Slides
by Kent Korek
Germantown High School
Worth Publishers, © 2012
Cognition Domain
Memory
Module 23
Forgetting and Memory
Construction
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.
Module 23: Forgetting and Memory Construction
Forgetting as Encoding
Failure
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.
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
Which is the Right Penny?
(From Nickerson & Adams, 1979)
Which is the Right Penny?
(From Nickerson & Adams, 1979)
Module 23: Forgetting and Memory Construction
Forgetting as Storage
Failure
Hermann Ebbinghaus (1850-1909)
• German philosopher
who pioneering memory
studies.
• Developed the forgetting
curve, also called the
“retention curve” or
“Ebbinghaus curve”
The Forgetting Curve
(Adapted from Ebbinghaus, 1885)
Permastore Memory
• Long-term memories that are
especially resistant to forgetting and
that are likely to last a lifetime.
Module 23: Forgetting and Memory Construction
Forgetting as Retrieval
Failure
Module 23: Forgetting and Memory Construction
Forgetting as Retrieval
Failure:
Interference
Interference
• A retrieval problem when one memory
gets in the way of remembering another
• Two types of interference:
– Proactive interference
– Retroactive interference
Proactive Interference
• When an older memory disrupts the
recall of a newer memory.
Proactive Interference
Retroactive Interference
• When a more recent memory disrupts
the recall of an older memory.
Retroactive Interference
Module 23: Forgetting and Memory Construction
Forgetting as Retrieval
Failure:
Motivated Forgetting
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
Module 23: Forgetting and Memory Construction
Memory Construction
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
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
Misinformation Effect
• Incorporating misleading information
into a memory of an event.
• Affects eyewitness testimony
Misinformation Effect
Module 23: Forgetting and Memory Construction
Memory Construction:
Children’s Recall
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
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
Module 23: Forgetting and Memory Construction
Memory Construction:
Recovered Memories
Accuracy of Memories
The End
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.
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.
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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