1. AP Psychology Journal
Spring 2015
4th six weeks

2. Today’s lesson 1/5/2015: Memory Activity
Journal prompt: Pervasive role of memory
Lesson: Theories of Memory
Lesson Review: Categorizing Different types of Memories
Video:
Understanding the Mysteries of Memory, part I.
Take notes for extended journal assignment
No other work during the video!

3. Memory activity
Write in your journal the answers to the question the teacher asks.

4. Memory Activity Snow White and the 27 Dwarves
Grouchy
Gabby
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

5. Journal Prompt 1/5/2015
Journal prompt: Write down everything you did yesterday that did NOT involve memory.
Learning Objective 3.3 Discuss the factors influencing how memories are retrieved.

6. Overview of the multisystem model of memory
Traditional theories of memory
Information Processing model: memory storage compared to computer
Encoding
Storage
Retrieval

7. Studying Memory: Information Processing Models
Preview Question 1: How do psychologists describe the human memory system?
Keyboard
(Encoding)
Disk
(Storage)
Monitor
(Retrieval)
Sequential Process

8. Overview of the multisystem model of memory
Traditional theories of memory
Three stages of memory Atkinson & Shiffrin (1968)
Sensory
Short-term memory
Long-term memory

9. Information Processing
The Atkinson-Schiffrin (1968) three-stage model of memory includes a) sensory memory, b) short-term memory, and c) long-term memory.
Bob Daemmrich/ The Image Works
Frank Wartenberg/ Picture Press/
Corbis
Bob Daemmrich/ The Image Works

10. Modifications to the Three-Stage Model
Some information skips the first two stages and enters long-term memory automatically.
Since we cannot focus on all the sensory information received, we select information that is important to us and actively process it into our working memory.
A newer understanding of short-term memory that involves conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory.

11. Overview of the multisystem model of memory
II. Modern theory of memory: Memory is a collection of systems working independently of one another
Types of Memory
Declarative
Non-declarative
B. Evidence
People with damage to brain showing patterns of amnesia still have a working memory and non-declarative memory.
People have impairments in episodic memory, but not semantic memory.

13. “Understanding the Mysteries of Memory” Discovery Learning (1996)
This is a program about memory failures using real case studies. Also, you may watch the alternative video for case studies.
Assignment:
Write an extended journal entry about one of the conditions discussed in the film.
Use the individual’s name and describe specific situations of memory failure.
Use your text to supplement your understanding of memory loss.
Conclude with your personal reaction to the case study.
Length:3 well-written paragraphs
Can be typed.
Cite sources.
All original work, please.
implicit and explicit memory
savant syndrome
traumatic memory
short term memory loss
long term memory loss
flashbacks
“flashbulb memories"
mistaken identification
suggested memories
trauma induced amnesia
Alzheimer’s disease
Memory alternative video

14. AP Psychology Lesson 1/7/2015
Journal prompt: Storing Memories in the Brain.
Finish video “Understanding the Mysteries of Memory”
After notes
Notes: Biological Basis of Memory
Attention: Vocabulary Quiz Monday 1/12
Encoding and Storage
Pages
Homework: Psych Sim
Trusting Your Memory
Forgetting
Short Term Memory

15. AP Psychology Journal prompt 1/7/2015
2.2 Identify and explain biological processes related to how memory is stored.
p In their experiments with sea slugs, what did Kandel and Schwartz learn about the neural basis of learning?

16. How does the brain store our memories?
Old idea of flashbacks triggered by brain stimulation
Loftus’ research (1980) refuted
Lashley’s research (1950) did not find cortical localization of memory The brain
Synaptic changes
Long Term Potentiation LTP
Stress and hormones
Hippocampus
Cerebellum

17. Synaptic Changes
Long-Term Potentiation (LTP) refers to synaptic enhancement after learning (Lynch, 2002). An increase in neurotransmitter release or receptors on the receiving neuron indicates strengthening of synapses.
Both Photos: From N. Toni et al., Nature, 402, Nov Courtesy of Dominique Muller

18. Stress Hormones & Memory
Heightened emotions (stress-related or otherwise) make for stronger memories. Flashbulb memories are clear memories of emotionally significant moments or events
Scott Barbour/ Getty Images

19. Storing Implicit & Explicit Memories
Explicit Memory refers to facts and experiences that one can consciously know and declare. Implicit memory involves learning an action while the individual does not know or declare what she knows.

20. Hippocampus Hippocampus – a neural center in the limbic
system that processes explicit memories.
Weidenfield & Nicolson archives

21. Anterograde Amnesia
After losing his hippocampus in surgery, patient Henry M. (HM) remembered everything before the operation but cannot make new memories. We call this anterograde amnesia.
Anterograde
Amnesia
(HM)
Memory Intact
No New Memories
Surgery

22. Implicit Memory HM is unable to make new memories that are
declarative (explicit), but he can form new
memories that are procedural (implicit). C B A
HM learned the Tower of Hanoi (game) after his surgery. Each time he plays it, he is unable to remember the fact that he has already played the game.

23. Cerebellum Cerebellum – a neural center in the hindbrain
that processes implicit memories.

24. AP PSYCHOLOGY LESSON 1/12 Quiz Encoding & Storage P. 327-345
Journal Prompt: Ebbinghaus
Videos “The Brain”
Memory Notes
Quiz Encoding & Storage P

25. Effortful learning usually requires rehearsal or conscious repetition.
Ebbinghaus studied rehearsal by using nonsense syllables: TUV YOF GEK XOZ
Hermann Ebbinghaus
( )

26. Rehearsal
The more times the nonsense syllables were practiced on Day 1,
the fewer repetitions were required to remember them on Day 2.

27. AP PSYCHOLOGY JOURNAL 1/12
Journal prompt:
p. 331
What do Ebbinghaus’ experiments on memory retention suggest about the effect of overlearning?
Encoding 3.1 Students are able to discuss strategies for improving the encoding of memory.

28. AP Psychology Lesson 1/14 Journal Prompt: déjà vu Forgetting
Library to do Psych Sim activities

29. Déjà Vu
Déjà Vu means “I've experienced this before.” Cues from the current situation may unconsciously trigger retrieval of an earlier similar experience.
© The New Yorker Collection, Leo Cullum from
cartoonbank.com. All Rights Reserved

30. AP Psychology Journal prompt 1/14
p. 348 What are three explanations for why our memory system might produce déjà vu?
3.3 Discuss the factors influencing how memories are retrieved.

31. AP PSYCHOLOGY LESSONS 1/16
Journal prompt: Eyewitness testimony
How to study

32. Journal prompt: 1/16
Learning Objective
Students are able to explain how memories can be malleable.
P. 361
What techniques should interviewers use to ensure accurate eyewitness testimony from children?

33. AP Psychology 1/16 Journal prompt studying how to study effectively
Memory

34. AP PSYCHOLOGY LESSONS 1/23
Journal Prompt: Exaggerated fear
Notes: Thinking
Next class: Language
EXAM WEDNESDAY 1/28/15
Chapter 8 MEMORY and
Chapter 9 THINKING and LANGUAGE
VOCABULARY 8 & 9 due 1/28
 If you already have vocabulary for Chapter 8/9, let me check it today for a grade.
JOURNAL DUE 1/28/15

35. Journal prompt: 1/23
Content Standard 2: Obstacles related to thought. Students are able to 2.1 Describe obstacles to problem solving 2.2 Describe obstacles to decision making 2.3 Describe obstacles to making good judgments
The Fear Factor p According to Myers, what are four reasons people fear remote possibilities? What does he suggest we do to take away the terrorists’ weapon of exaggerated fear?

36. AP PSYCHOLOGY 1/26 Journal prompt: The Brain and Language
Notes: Language

37. Journal Prompt: 1/26 Journal prompt:
Content Standard 3: Language and the brain. Students are able to 3.1 Identify the brain structures associated with language 3.2 Discuss how damage to the brain may affect language
p The Brain and Language.
In processing language, the brain divides its mental functions-speaking, perceiving, thinking, and remembering into sub-functions.
Journal prompt:
Which of the sub-functions may be disturbed by injury to
Broca’s area
Wernicke’s area
The angular gyrus
The hippocampus?