1. Note to Instructor: Internet connection is required to access media assets. No connection? Request a CD/DVD for Wiley owned CyberPsych assets.
The following Media-Enriched PowerPoint slides include the core concepts and key terms of Chapter 7 in Visualizing Psychology. Before presenting these slides, delete all instructor information slides by pressing “delete” on your keyboard.
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2. Note to Instructor (Continued): Media-Rich Assets
WWW Links are dispersed throughout the PowerPoint slides where appropriate and are indicated by this icon:
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CyberPsych: Psychology in the News Video Clips are also Wiley owned and placed throughout this presentation. The video clips are indicated by this icon:
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3. Note to Instructor (Continued):
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4. Note to Instructor (Continued):
Each topic on the Lecture Outline slide (#6) has been linked for your convenience. When in “presentation mode,” simply click on the topic and you will link directly to the slide(s) of interest.
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5. Visualizing Psychology by Siri Carpenter & Karen Huffman
PowerPoint  Lecture Notes Presentation
Chapter 7: Memory
Siri Carpenter, Yale University
Karen Huffman, Palomar College
©John Wiley & Sons, Inc Carpenter/Huffman: Visualizing Psychology

6. Lecture Overview The Nature of Memory Biological Bases of Memory
Forgetting
Memory Distortions
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7. The Nature of Memory Memory: internal record or
representation of some prior
event or experience
Memory is also a constructive process, in which we actively organize and shape information as it is processed, stored, and retrieved.
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8. The Nature of Memory— Four Memory Models
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9. The Nature of Memory— Four Memory Models (Continued)
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10. The Nature of Memory— Description of Four Memory Models
1. Information Processing Approach: memory is a process analogous to a computer, which encodes, stores, and retrieves information
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11. The Nature of Memory— Description of Four Memory Models (Continued)
2. Parallel Distributed Processing Model: memory is distributed across a network of interconnected units that work simultaneously (in a parallel fashion) to process information
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12. The Nature of Memory— Description of Four Memory Models (Continued)
3. Levels of Processing Approach: memory depends on the degree or depth of mental processing occurring when material is initially encountered
4. Traditional Three-Stage Memory Model: memory requires three different storage boxes to hold and process information for various lengths of time
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13. Diagram of Three-Stage Memory Model
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14. Pause and Reflect: Check & Review
The _____ sees memory as a process similar to a computer.
Which of the four major memory models best explains how you can wash dishes, wave to your neighbor, and talk to your friend on the phone all at the same time?
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15. The Nature of Memory— Description of Three Stage Memory Model
Sensory Memory: first memory stage that briefly preserves a relatively exact replica of sensory information
Sensory memory has a large capacity but information only lasts a few seconds.
Selected information is sent on to short-term memory.
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16. Sperling’s Experiment with Sensory Memory
When flashed an arrangement of 12 letters for 1/20 of a second, most people can only recall 4 or 5. Sperling proved all 12 letters were available in sensory memory if they can be attended to quickly.
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17. The Nature of Memory— Three Stage Memory Model (Continued)
Short-Term Memory (STM): second memory stage that temporarily stores sensory information and decides whether to send it on to long-term memory (LTM)
STM can hold 5-9 items for about 30 seconds before they are forgotten.
STM capacity can be increased with chunking. STM duration improves with maintenance rehearsal.
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18. Three parts of working memory: visuospatial sketchpad
STM, also called working memory, is much more than just a passive, temporary holding area.
Three parts of working memory:
visuospatial sketchpad
central executive
phonological loop
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19. The Nature of Memory— Three Stage Memory Model (Continued)
Long-Term Memory (LTM): relatively permanent memory storage with a virtually limitless capacity
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20. Types of Long-Term Memories
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21. Improving Long-Term Memory (LTM)
LTM can be improved with:
Organization
Elaborative Rehearsal
Retrieval Cues
Recognition
Recall
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22. An Example of Elaborative Rehearsal
Understanding and memory may be enhanced by elaborating on previously known information (e.g., using knowledge of geography to better understand history)
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23. An Example of Recognition Vs. Recall
Research shows people are better at recognizing photos of previous high school classmates than recalling their names.
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24. A Test for Recall: Can You Write Down the Names of Santa’s Nine Reindeer?
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25. Now Try Recognizing the Names . . .
A) Rudolph
B) Dancer
C) Cupid
D) Lancer
E) Comet
F) Vixen
G) Blitzen
H) Crasher
I) Donner
J) Prancer
K) Sunder
L) Thunder
M) Dasher
N) Donder
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26. The names of Santa’s Nine Reindeer are indicated with **
H) Crasher
I) Donner
J) Prancer**
K) Sunder
L) Thunder
M) Dasher**
N) Donder**
A) Rudolph**
B) Dancer**
C) Cupid**
D) Lancer
E) Comet**
F) Vixen**
G) Blitzen**
©John Wiley & Sons, Inc Carpenter/Huffman: Visualizing Psychology

27. Pause and Reflect: Check & Review
Why is short-term memory (STM) also called “working memory”?
Elaborative rehearsal helps improve _____ memory, whereas ______ rehearsal improves short-term memory (STM).
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28. Biological Bases of Memory
Biological changes in neurons facilitate memory through long-term potentiation (LTP), which happens in at least two ways:
repeated stimulation of a synapse strengthens the synapse, and
neuron’s ability to release its neurotransmitters is increased or decreased.
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29. Biological Bases of Memory (Continued)
Hormones
also affect memory (e.g., flashbulb memories--vivid and lasting images are associated with surprising or strongly emotional events).
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30. Where Are Memories Located?
Memory tends to be localized and distributed throughout the brain--not just the cortex.
©John Wiley & Sons, Inc Carpenter/Huffman: Visualizing Psychology

31. Biology and Memory Loss: Injury and Disease
Amnesia: memory loss from brain injury or trauma
Retrograde amnesia: old memories lost
Anterograde amnesia: new memories lost
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32. Biology and Memory Loss: Injury and Disease (Continued)
Alzheimer’s Disease (AD): progressive mental deterioration characterized by severe memory loss
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33. Forgetting: How Quickly Do We Forget?
Ebbinghaus found:
forgetting occurs most rapidly immediately after learning.
relearning takes less time than initial learning.
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34. Why Do We Forget? Five Key Theories
Decay
Interference
Motivated Forgetting
Encoding Failure
Retrieval Failure
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35. Five Theories of Forgetting (Continued)
1. Decay Theory:
memory degrades with time
2. Interference Theory: one memory competes (interferes) with another
Retroactive Interference (new information interferes with old)
Proactive Interference (old information interferes with new)
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36. Two Forms of Interference
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37. Five Theories of Forgetting (Continued)
3. Motivated Forgetting: motivation to forget unpleasant, painful, threatening, or embarrassing memories
4. Encoding Failure: information in STM is not encoded in LTM
5. Retrieval Failure: memories stored in LTM are momentarily inaccessible (tip-of-the-tongue phenomenon)
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38. A Test for Encoding: Can You Identify the Actual Penny?
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39. Overcoming Problems with Forgetting
Serial Position Effect: remembering material at the beginning and end of the list better than material in the middle
Source Amnesia: forgetting the true source of a memory
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40. Overcoming Problems with Forgetting (Continued)
Sleeper Effect: information from an unreliable source, which was initially discounted, later gains credibility because source is forgotten
Spacing of Practice: distributed practice is better than massed practice
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41. Pause and Reflect: Check & Review
You remember material from the first and last of the chapter better than material in the middle. This is a good example of the _____ effect.
The _____ of forgetting best explains why you forgot the name of a previous employer who gave you a bad performance evaluation.
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42. Memory Distortions Why do we distort our memories?
Need to maintain logic and consistency.
Need to shape and construct our memories because it is more efficient to do so.
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43. Memory and the Criminal Justice System
Two memory problems with profound legal implications:
Eyewitness Testimony--
very persuasive but can be flawed
Repressed Memories—
considerable debate as to whether recovered memories are accurate or repressed
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44. Pause and Reflect: Why Study Psychology?
Psychological research conducts basic research, which helps us describe and understand our own and others’ memory processes. This basic research also leads to applied research that shows us how to improve our sensory, short-term, and long-term memory.
©John Wiley & Sons, Inc Carpenter/Huffman: Visualizing Psychology

45. Tips for Memory Improvement
Three Popular Mneumonics
Method of Loci
Peg-word
Method of Word Associations
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46. Visualizing Psychology by Siri Carpenter & Karen Huffman
PowerPoint  Lecture Notes Presentation
End of
Chapter 7: Memory
Siri Carpenter, Yale University
Karen Huffman, Palomar College
©John Wiley & Sons, Inc Carpenter/Huffman: Visualizing Psychology