Psychology2016

Memory 249

Practice Quiz How much do you remember?

Pick the best answer.

1. What concept suggests that the best place to study for your psy-
   chology final to ensure good retrieval of concepts is your psychol-
   ogy classroom?
   a. serial position effect
   b. encoding specificity

c. tip-of-the-tongue

phenomenon

d. automatic encoding

2. Jaclynn had written a grocery list but accidentally left it at home.
   Trying to remember the list, Jaclynn remembers what was at the
   beginning of the list and what was at the end but not those things in
   the middle. This is an example of
   a. encoding specificity.
   b. the serial position effect.

c. the tip-of-the-tongue effect.

d. flashbulb memory.

3. Multiple-choice test questions typically rely on ____, while
   essay questions rely on ____.
   a. rehearsal; recall
   b. relearning; rehearsing

c. recall; recognition

d. recognition; recall

4. Felisha can recall with great detail the day of her wedding and all
   that occurred. What might psychologists say about these particular
   flashbulb memories?
   a. The memories were likely enhanced in part by the hormones
   released during emotional moments.

b. The memories should last up to 15 to 20 years.

c. The memories are unusually accurate.

d. The memories are stored as nondeclarative memories.

5. In Loftus’s 1978 study, subjects viewed a slide presentation of an
   accident. Later, some of the subjects were asked a question about
   a yield sign when the actual slides contained pictures of a stop sign.
   When presented with this inaccurate information, how did these
   subjects typically respond?
   a. Most corrected Loftus and recalled seeing a stop sign.
   b. Many began seeing both a stop sign and a yield sign.
   c. Many subjects’ overall accuracy dropped when confronted with
   conflicting information.
   d. Subjects were confused, but only briefly, at which point their
   accuracy of recalling the event returned.


6. A key component for any person to believe that a false event is in
   fact true is to make sure that the false information is
   a. as plausible as possible.
   b. introduced as soon after the event as possible.
   c. introduced by a source perceived as trustworthy.
   d. introduced no sooner than 24 hours after the event but no later
   than 15 days.

Long-Term Memories

automatic encoding

recall vs.

recognition

false positives can occur (e.g., eyewitness testimony)

strong emotional associations can lead to vivid and detailed “flashbulb” memories

more cues stored with a piece of information, the easier the retrieval

improved memory for information if physical surroundings

are similar to those when the memory was first formed

improved memory for information if physiological or

psychological state is similar to that when the memory

was first formed

retrieval cues

encoding

specificity

context-dependent

learning

state-dependent

learning

retrieval

recall: few or no external cues required

recognition: match incoming

sensory information (e.g., see or

hear) to what is already in memory

retrieval failure: (e.g., “tip of the tongue”)

serial position effect: memory improved for items

at beginning (primacy) and end (recency) of a list

constructive

processing

of memories

memories are rarely completely accurate and become less accurate over time

Loftus and others have suggested that memory retrieval is a constructive process;

memories are “built” at time of retrieval

memory

retrieval

problems

misinformation effect: incorporation of

inaccurate information into actual memory

reliability of memory

retrieval: false memories

can result from change

in both waking, conscious

states and in altered states

(e.g., hypnosis)

reliability

influenced by plausibility

of event and individual

receiving collaborative

feedback that makes it

easier to believe

Reset

APA Goal 2: Scientific Inquiry and

Critical Thinking

Effects of Supplements on Memory

Addresses APA Learning Objectives 2.1: Use scientific reasoning

to interpret psychological phenomena, and 2.3: Engage in

innovative and integrative thinking and problem solving.

More and more people are turning to various supplements that promise to improve

memory, ward off or even alleviate Alzheimer’s, and prevent other forms of cognitive

decline. But what does science say about the claims of these various supplements? Are

they really helpful? Could they be harmful? Here’s a look at some of the more popular

supplements and the research examining their claims.