Picking Co*on Ac,vity. Picking Cotton on 60 Minutes ( shtml)

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1 Picking Co*on Ac,vity Picking Cotton on 60 Minutes (

2 Forgetting Forgetting is a result of either: 1. Encoding Failure 2. Storage Decay OR 3. Retrieval Failure

3 Forgetting As Encoding Failure l Informa(on never enters the memory system l A1en(on is selec(ve l we cannot a*end to everything in our environment l William James said that we would be as bad off if we remembered everything as we would be if we remembered nothing

4 Encoding Failure: Which Penny is the Real Deal?

5 Forgetting As Storage Decay Ebbinghaus s study concluded that forgetting occurs rapidly at first and then levels off over time. His famous forgetting curve is below.

6 Forgetting As Interference l Learning some items may disrupt retrieval of other informa(on l Proac,ve(forward ac,ng) Interference l disrup(ve effect of prior learning on recall of new informa(on l Retroac,ve (backwards ac,ng) Interference l disrup(ve effect of new learning on recall of old informa(on

7 Self Quiz: Retroactive or Proactive? Time Warner cable changes the channel numbers on your TV and you keep clicking the old channel numbers when trying to turn the channels instead of new ones.

8 Self Quiz: Retroactive or Proactive? Get a new cell phone number and your old one keeps getting in the way of you remembering your new one.

9 Self Quiz: Retroactive or Proactive? Teacher learning names of current students makes them forget the names of last years students.

10 Self Quiz: Retroactive or Proactive? Keep putting in locker combination from last year when trying to open this year s locker?

11 Self Quiz: Retroactive or Proactive? You were an expert skier but after learning to snowboard, you have had trouble getting used to skiing again.

12 Self Quiz: Retroactive or Proactive? Mom reorganizes the kitchen and you look for a plate in the place it used to be.

13 Revisiting Terms: Retrieval Failure Tip of the Tongue phenomenon: when we are certain we know something yet we are unable to recall it. Relates to retrieval failure, usually priming or external cues will help you recall the information you are looking for.

14 Motivated Forgetting Motivated Forgetting is the idea that people unknowingly revise their history. Ex: I broke up with her; she didn t break up with me. What purpose might motivated forgetting serve?

15 Motivated Forgetting As A Freudian Concept l Repression: idea put forth by psychoanaly(c theorists like Freud which states anxiety arousing thoughts, feelings, and memories can be banished from consciousness. l Ex: child abuse, rape, incest may be repressed and not be able to be ac(vely recalled.

16 Freud believed Repression was a Defense Mechanism Freud argued individuals often forgot traumatic incidents to protect their self concepts and to minimize external anxiety. Freud argued Forgotten incidents are banished the unconscious. The incidents may cause you to have unexplained phobias or problems, that wont be helped until you uncover the incident.

17 Repression and Controversy of Child Abuse In the late 1980 s a book came out called The Courage to Heal which encouraged people to recover memories of abuse. Following the book, Recover Memory Therapists arose in great numbers and many people began reporting incidents of repressed abuse. Sometimes repressed memories were used as evidence against individuals in court cases.

18 Controversy of Repressed Memories Although there have been documented cases of forgotten trauma, many psychologists argued that some repressed memories may have been constructed by therapists. The False Memory Syndrome Foundation: argues it is possible for individuals relationships to center around a false belief. Some psychologists have argued against the very existence of repressed memories since most memories that take place during stressful events are remembered more vividly.

19 Defining Memory Construction Memory Construction refers to the idea that memories are NOT objective recordings of the actual events we experience. Our memories are often affected by our preexisting schemas and involve information filtering and interpretations. We can have real memories of events that never took place or that are filled with inaccuracy because we fill in memory gaps with plausible guesses.

20 Elizabeth Loftus s Research on Eyewitness Testimony Depiction of actual accident Memory construction l LoFus had individuals watch car accidents and then recorded results based on ques(oning procedures.

21 Loftus s Research Subjects were asked to reveal how fast they thought the cars were going. Question consisted of How fast were the cars going when they each other. Loftus filled in the blanks with different words including: bumped, collided, contacted, hit, or smash. Speed was elevated to great degree when smashed was used as key verb and subjects were likely to remember broken glass when there was none.

22 Loftus Videos The Bunny Effect ( Lost in a Mall (

23 Misinformation Effect and Memory Construction l Misinforma,on Effect: incorpora(ng misleading informa(on into one's memory of an event. l Children are most suscep(ble to the misinforma(on effect.

24 Memory Construction Continued Source Amnesia: attributing to the wrong source an event that we experienced, heard about, read about, or imagined (misattribution) Ex: Reagan s story about WWII gunner was actually from a movie he saw.

25 Memory Construction Overview l People fill in memory gaps with plausible guesses and assump(ons l Imagining events can create false memories l Children's eyewitness recall l Child sexual abuse does occur l Some innocent people suffer false accusa(ons l Some guilty cast doubt on true tes(mony

26 Random Memory Info: Would You Want Photographic Memory? The technical term for photographic memory is eidetic imagery: which refers to an especially clear and persistent form of memory that is quite rare. Examples Include: Being able to re-read a book in your mind after having read it once. Mental images appear outside and can last up to several minutes.

27 Random Memory Info Levels of Processing Theory: the explanation for the fact that information that is more thoroughly connected to meaningful items in long-term memory (more deeply processed ) will be remembered better. Ex: Learn new information best when you are able relate new terms to what you already know. Encoding for meaning also causes the deepest processing. I.E. Bear Experiment

28 Review: How Can Chapter 9 Concepts Help You Study?