Exam 6: Section 1: Memory

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Having read this chapter, you now should know enough about memory to develop a number of study strategies for improving your performance on the next exam. Discuss at least three strategies, providing technical terms where appropriate.

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Question 1

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The answer may include the following information: (1) Study at the same time of day in the same quiet place (for example, the library) daily for several days before the test (state-dependent retrieval: information is better recalled if you are in the same state during encoding and during retrieval); (2) Relate the information to things you already know and-if possible-convert the information to mental pictures (visual imagery encoding); (3) Quiz yourself on the material repeatedly, instead of just studying the material over and over; (4) Get a good night's sleep before the exam.

In 2008, Jan was exhilarated with the results of the presidential election. Now, however, she is disillusioned with the stagnant economy and the lack of accomplishments from the Obama White House. If asked today to say how she felt when Barack Obama was elected President, how might Jan respond? Would she be likely to remember her earlier views accurately? If not, why not?

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Question 2

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The answer should indicate that consistency bias is reconstructing the past to fit what we presently know or believe. Jan's memories would likely be more in line with what she thinks today than with what she actually believed when the 2008 presidential election was decided. Instead of reporting she was happy and tremendously excited about Obama's election, she might report that, in 2008, she was very worried if Obama could really fulfill his campaign promises.

After a fierce tackle on the line of scrimmage, a football player briefly loses consciousness. When he regains it, the team doctor begins asking him questions. The player knows his name, the date, his team name, and how he got to the game. He also remembers where he lives and events that happened during his childhood. When given a list of seven digits to remember for 15 seconds, he has no trouble doing so. So far, the doctor is relieved. Exerting caution, the doctor tells the player to go sit at the end of the bench. Fifteen minutes later, she approaches him again and says, "Let's run through that battery of memory tests again." The player replies, "What memory tests? This is the first time I've seen you today, doc." Which parts of the memory and brain systems are working, and which are not?

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Question 3

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The answer should indicate that a likely diagnosis is anterograde amnesia: no memory for events since the injury. There is likely damage to the hippocampus and other areas in the temporal and frontal lobe of the brain that is preventing information from being transferred into long-term memory. Information already in long-term memory and working memory appear unaffected by the injury.

An adult patient has a severe case of anterograde amnesia due to a hippocampal injury suffered at age 25. State if (and why) the person can (a) remember childhood events, (b) remember the names of high school classmates by looking at yearbook pictures, (c) remember a story she read in a magazine 30 minutes ago, (d) learn to surf-something that she had never done before-and get better at it each time she goes to the beach, (e) remember learning to surf, (f) state "topcoat" when asked to complete the word fragment "top-" after being primed with that word "topcoat" 30 minutes before the test.

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Question 4

People who are old enough most likely remember September 11, 2001, the fateful day that over two thousand people died in the terrorist attacks on New York City's World Trade Center, the Pentagon in Washington, and in the flight that aborted in Pennsylvania. Describe the memory effect that explains why people are likely to remember this day.

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Question 5

Most people believe that information stored in memory slowly fades away over time, like an old picture fading with age. Why is this commonsense view of long-term memory not entirely accurate?

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Question 6

Describe Sperling's (1960) experiment on sensory storage, and discuss how the findings suggest that sensory memory is much like an afterimage that quickly disappears.

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Question 7

Just as you get into your car, your friend calls you and asks you to pick up seven other friends and bring them to the party. You don't have anything to write with, and you don't want to leave anyone behind. The names are Layla, Tony, Ben, Mark, Brent, Amber, and Jody. Discuss two methods you might use to remember the seven names.

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Question 8

Janet is doing well in all of her other classes, but is struggling in her World Cultures class. Janet doesn't find the material terribly difficult, but she gets incredibly distracted during the exams. The reason for this is that the teacher does not maintain a good learning environment; students are constantly chatting and using their cell phones during class. Janet tried discussing the problem with her teacher, but he told Janet that he was retiring at the end of the semester and didn't want to deal with paperwork associated with sending students to detention. Using your knowledge of state-dependent retrieval, discuss an intervention to help Janet bring up her grades in this dysfunctional class.

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Question 9

Discuss the advantages and disadvantages of collaborative recall. What is collaborative inhibition and why does it occur?

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Question 10

You are a defense attorney in a murder case involving a carjacking. An eyewitness identifies the accused as the murderer. However, there is solid evidence that the eyewitness filled his gas tank at the same gas station at the same time as the accused, two weeks earlier. What arguments might you make to the jury to discredit the eyewitness's account and help your client?

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Question 11

Define implicit memory, explicit memory, and procedural memory, and give an example of each.

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Question 12

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Exam 6: Section 1: Memory

Having read this chapter, you now should know enough about memory to develop a number of study strategies for improving your performance on the next exam. Discuss at least three strategies, providing technical terms where appropriate.

Most people believe that information stored in memory slowly fades away over time, like an old picture fading with age. Why is this commonsense view of long-term memory not entirely accurate?

Describe Sperling's (1960) experiment on sensory storage, and discuss how the findings suggest that sensory memory is much like an afterimage that quickly disappears.

Discuss the advantages and disadvantages of collaborative recall. What is collaborative inhibition and why does it occur?

Define implicit memory, explicit memory, and procedural memory, and give an example of each.

Section 1: Psychology: Evolution of a Science

Section 2: Psychology: Evolution of a Science

Section 3: Psychology: Evolution of a Science

Section 4 : Psychology: Evolution of a Science

Section 5: Psychology: Evolution of a Science

Section 6 : Psychology: Evolution of a Science

Section 1: Methods in Psychology

Section 2: Methods in Psychology

Section 3: Methods in Psychology

Section 4: Methods in Psychology

Section 5: Methods in Psychology

Section 6: Methods in Psychology

Section 1: Neuroscience and Behavior

Section 2: Neuroscience and Behavior

Section 3: Neuroscience and Behavior

Section 4: Neuroscience and Behavior

Section 5: Neuroscience and Behavior

Section 6: Neuroscience and Behavior

Section 1 : Sensation and Perception

Section 2: Sensation and Perception

Section 3: Sensation and Perception

Section 4: Sensation and Perception

Section 5: Sensation and Perception

Section 6: Sensation and Perception

Section 1: Consciousness

Section 2: Consciousness

Section 3: Consciousness

Section 4: Consciousness

Section 5: Consciousness

Section 6: Consciousness

Section 2: Memory

Section 3: Memory

Section 4: Memory

Section 5: Memory

Section 6: Memory

Section 1: Learning

Section 2: Learning

Section 3: Learning

Section 4: Learning

Section 5 : Learning

Section 6: Learning

Section 1: Emotion and Motivation

Section 2: Emotion and Motivation

Section 3: Emotion and Motivation

Section 4: Emotion and Motivation

Section 5: Emotion and Motivation

Section 6: Emotion and Motivation

Section 1: Language and Thought

Section 2: Language and Thought

Section 3: Language and Thought

Section 4: Language and Thought

Section 5: Language and Thought

Section 6: Language and Thought

Section 1: Intelligence

Section 2: Intelligence

Section 3: Intelligence

Section 4 : Intelligence

Section 5: Intelligence

Section 6 : Intelligence

Section 1: Development

Section 2: Development

Section 3: Development

Section 4: Development

Section 5: Development

Section 6: Development

Section 1: Personality

Section 2: Personality

Section 3: Personality

Section 4: Personality

Section 5: Personality

Section 6: Personality

Section 1: Social Psychology

Section 2: Social Psychology

Section 3: Social Psychology