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Splash Screen

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Contents

CHAPTER FOCUS

SECTION 1Taking In and Storing Information

SECTION 2Retrieving Information

CHAPTER SUMMARY

CHAPTER ASSESSMENT

Click a hyperlink to go to the corresponding section.Press the ESC key at any time to exit the presentation.

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Section 1: Taking in and Storing Information

Chapter Focus 1

Chapter Objectives

• Describe the three processes involved in memory: encoding, storage, and retrieval.

• Understand that stored memory can be retrieved by recognition, recall, and relearning.

Section 2: Retrieving Information

Click the mouse button or press the Space Bar to display

the information.

End of Chapter Focus

Click the mouse button to return to the Contents slide.

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Section 1-1

Reader’s GuideMain Idea

– There are three processes involved in memory: encoding, storage, and retrieval.

Objectives

– Describe the information-processing model of memory.

– Explain the three processes of memory.

Click the mouse button or press the Space Bar to display the information. Section 1 begins on page 273 of your textbook.

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Vocabulary

– encoding

– storage

– retrieval

– sensory memory

– short-term memory

– maintenance rehearsal

– chunking

– memory

Section 1-2

Reader’s Guide (cont.)

Click the Speaker button to listen to Exploring

Psychology.


– semantic memory

– episodic memory

– declarative memory

– procedural memory

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Section 1-3

Click the mouse button or press the Space Bar to display the information.

• What would life without memory be like? Can you even imagine it?

• Consider all the material stored in your memory:

Introduction

– your Social Security number

– the capital of South Dakota

– “The Star-Spangled Banner”

– you first love’s phone number

– the important generals of the Civil War

– the starting lineup for the Boston Red Sox

– your best friend in the first grade

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Section 1-4


• What kind of incredible filing system allows you to recover instantly a line from your favorite movie?

• How does all that information fit in your head?

Introduction (cont.)

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Section 1-5


• The storage and retrieval of what has been learned or experienced is memory.

memorythe storage and retrieval of what has been learned or experienced

encodingthe transforming of information so the nervous system can process it

• To recall information, you use three memory processes.

• The first memory process is encoding–the transforming of information so that the nervous system can process it.

The Processes of Memory

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Chart 1-1

The Process of Memory

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Section 1-6


• After information is encoded, it goes through the second memory process, storage.

storagethe process by which information is maintained over a period of time

• This is the process by which information is maintained over a period of time.

• The amount of information stored depends on how much effort was put into encoding the information.

The Processes of Memory (cont.)

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Section 1-7

• The third memory process, retrieval, occurs when information is brought to mind from storage.

retrievalthe process of obtaining information that has been stored in memory

• The ease in which information can be retrieved depends on how efficiently it was encoded and stored (as well as on other factors such as genetic background).


The Processes of Memory (cont.)

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Section 1-8


• Once the senses encode a memory in the brain, the brain must hold on to the input and store it for future reference.

• Psychologists distinguish three types of memory–sensory, short-term, and long-term–each of which has a different function and time span.

Three Stages of Memory

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Section 1-9

• In sensory memory, the senses of sight and hearing (among other senses) are able to hold an input for a fraction of a second before it disappears.

sensory memoryvery brief memory storage immediately following initial reception of a stimulus

• Sensory memory serves three functions:

Sensory Memory

– prevents you from being overwhelmed.

– gives you some decision time.

– allows for continuity and stability in your world.

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Section 1-10


• The things you have in your conscious mind at any one moment are being held in short-term memory.

short-term memorymemory that is limited in capacity to about seven items and in duration by the subject’s active rehearsal

• Short-term memory does not necessarily involve paying close attention.

Short-Term Memory

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Section 1-11


• To keep information in short-term memory for more than a few seconds, you usually have to repeat the information to yourself, in your mind or out loud.

maintenance rehearsala system for remembering involving repeating information to oneself without attempting to find meaning in it

• This is what psychologists mean by maintenance rehearsal.

Short-Term Memory (cont.)

Maintenance Rehearsal

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Chart 1-2

Spot the Fake Penny

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Section 1-12


• Short-term memory is limited not only in its duration but also in its capacity.

• The most interesting aspect of this limit, discovered by George Miller (1956), is that it involves about seven items (plus or minus two items) of any kind.

• Each item may consist of a collection of many other items, but if they are all packaged into one “chunk,” then there is still only one item.


Chunking

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Section 1-13


chunkingthe process of grouping items to make them easier to remember

• We can remember about seven unrelated sets of initials or the initials of our favorite radio stations, even though we could not remember all the letters separately.

• This is referred to as chunking, because we have connected, or “chunked,” them together.


Chunking

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Section 1-14


• The primacy-recency effect refers to the fact that we are better able to recall information presented at the beginning and end of a list.

• Remembering the first four or five items in a list because you have more time to rehearse them is the primacy effect.

• Recalling the last four or five items because they were still in short-term memory is the recency effect.


The Primacy-Recency Effect

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Section 1-15


• Short-term memory is also called working memory.

• Working memory serves as a system for processing and working with current information.

• Working memory includes both short-term memory (events that just occurred) and information stored in long-term memory, now recalled for current information.


Working Memory

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Section 1-16


• Long-term memory refers to the storage of information over extended periods of time.

• Information is not stored like a piece of paper in a filing cabinet; it is stored according to categories or features.

• You reconstruct what you must recall when you need it.

• Long-term memory contains representations of countless facts, experiences, and sensations.

Long-Term Memory

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Chart 1-3

Three Systems of Memory

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Section 1-17


• For almost a century, the study of memory focused on how long information was stored for usage.

• Then a Canadian psychologist, Endel Tulving (1972), proposed that we have two types of memory.

Long-Term Memory (cont.)

Types of Long-Term Memory

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Section 1-18


semantic memoryknowledge of language, including its rules, words, and meanings

episodic memorymemory of one’s life, including time of occurrence

• Semantic memory is our knowledge of language, including its rules, words, and meanings; we share that knowledge with other speakers of our language.



• Episodic memory is our memory of our own life–such as when you woke up this morning.

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Section 1-19


declarative memorymemory of knowledge that can be called forth consciously as needed

procedural memorymemory of learned skills that does not require conscious recollection

• L.R. Squire (1987) proposed a related model of memory.



• Declarative memory involves both episodic and semantic memory.

• Procedural memory does not require conscious recollection to have past learning or experiences impact our performance.

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Section 1-20


• What happens in the brain when something is stored in long-term memory?

• Although psychologists agree that some physiological changes occur in the brain, they are only beginning to identify how and where memories are stored.

• Some psychologists theorize a change in the neuronal structure of nerves occurs when we learn something.

• Others contend learning is based on molecular or chemical changes in the brain.

Memory and the Brain

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Section 1-21


• Where does learning occur?

• There is growing evidence that formation of procedural memories involves activity in an area of the brain called the striatum, deep in the front part of our cortex.

• Declarative memories result from activity in the hippocampus and the amygdala (Mishkin, Saunders, & Murray, 1984).

Memory and the Brain (cont.)

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Chart 1-4

Memory Centers in the Brain

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Section 1-22


• It is not clear yet how individual nerve cells–called neurons–establish connections with one another when learning occurs.

• It is clear that a very complex chemical process precedes the formation of new connections between neurons.

• Exactly how it all fits together remains an active area of research.

Memory and the Brain (cont.)

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Section 1-Assessment 1

Section Assessment

Review the Vocabulary List and describe the processes of memory.

Encoding is the process of transforming sensory and other information so that the nervous system can receive it. Storage is the maintenance of the memory in the brain for a period of time. The period of time depends on the effort made to remember the information. Retrieval occurs when the information is brought to mind from storage.

Click the mouse button or press the Space Bar to display the answer.

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Section Assessment (cont.)

Visualize the Main Idea In a diagram similar to the one shown on page 280 of your textbook, list the different stages of memory and write an example of each.


Diagrams should reflect an understanding of the different stages of memory, which include sensory, short-term, and long-term memory.

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Recall Information What is the purpose of maintenance rehearsal? How does the process work?

Maintenance rehearsal is the repetition of information so that it can be remembered. There is no attempt to find meaning in the information.


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Think Critically In what ways is your memory like a computer? In what ways is it different? Explain your responses.

Memory and computers encode, process, and store information. Memory may store unlimited information in numerous categories, while a computer stores limited information in only one category, or file.


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Section 1-Assessment Close


Draw a picture demonstrating the processes of memory (encoding, storage, and retrieval).

End of Section 1


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Section 2-1


Reader’s GuideMain Idea

– Stored memory can be retrieved by recognition, recall, and relearning.

Objectives

– Explain the processes involved in forgetting.

– Identify several memory retrieval processes.

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Section 2-2

Reader’s Guide (cont.)

Click the Speaker button to listen to Exploring

Psychology.


Vocabulary

– recall

– reconstructive memory

– confabulation

– schemas

– eidetic memory

– decay

– interference

– elaborate rehearsal

– mnemonic devices

– recognition

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Section 2-3


• The brain has tremendous capacity for storing and retrieving information.

• Stored information is useless unless it can be retrieved from memory.

• Once you have forgotten to send a card for your mother’s birthday, for example, it is not very consoling to prove that you have the date filed away in your brain.

• We have all experienced the acute embarrassment of being unable to remember a close friend’s name.

Introduction

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Section 2-4


• There are few things in life more frustrating than having a word “on the tip of your tongue” and not being able to remember it.

• The problem of memory is to store many thousands of items in such a way that you can find the one you need when you need it.

• The solution to retrieval is organization.


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Section 2-5


• Because human memory is extraordinarily efficient, it must be extremely well organized.

• Psychologists do not yet know how it is organized, but they are studying the processes of retrieval for clues.


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Section 2-6


• Human memory is organized in such a way as to make recognition quite easy–people can say with great accuracy whether something is familiar to them.

recognitionmemory retrieval in which a person identifies an object, idea, or situation as one he or she has or has not experienced before

• The process of recognition provides insight into how information is stored in memory.

Recognition

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Section 2-7


• More remarkable than the ability to recognize information is the ability to recall it.

recallmemory retrieval in which a person reconstructs previously learned material

• Recall is the active reconstruction of information.

Recall

• Recall involves more than searching for and finding pieces of information, however.

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Section 2-8


• Our recall seems to result from reconstructive memory.

reconstructive memorymemory that has been simplified, enriched, or distorted, depending on an individual’s experiences and attitudes

• Our memories may be simplified, enriched, or distorted, depending on our experiences and attitudes.

Recall (cont.)

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Section 2-9


• One type of mistake is called confabulation, which is when a person “remembers” information that was never stored in memory.

confabulationthe act of filling in memory gaps

• If our reconstruction of an event is incomplete, we fill in the gaps by making up what is missing.

• Sometimes we may be wrong.

Recall (cont.)

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Section 2-10


• Occasionally our memories are reconstructed in terms of our schemas.

schemasconceptual frameworks a person uses to make sense of the world

• These are conceptual frameworks we use to make sense of the world.

• They are sets of expectations about something that is based on our past experiences.

Recall (cont.)

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Section 2-11


• About 5 percent of all children do not seem to reconstruct memories actively.

eidetic memorythe ability to remember with great accuracy visual information on the basis of short-term memory

• They have an eidetic memory–a form of “photographic memory”–an ability shared by few adults.

Recall (cont.)

• Children with eidetic memory can recall very specific details from a picture, a page, or a scene briefly viewed.

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Section 2-12


• Have you ever become upset at someone and while doing so remembered many past instances of when you were upset at the same person?

• This is an example of state-dependent learning.

• State-dependent learning occurs when you recall information easily when you are in the same physiological or emotional state or setting as you were when you originally encoded the information.

State-Dependent Learning

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Section 2-13


• While recognition and recall are measures of declarative memory, relearning is a measure of both declarative and procedural memory.

• Suppose you learned a poem as a child but have not rehearsed it in years.

• If you can relearn the poem with fewer recitations than someone with ability similar to yours, you are benefiting from your childhood learning.

Relearning

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Section 2-14


• Everyone experiences a failure of memory from time to time.

decayfading away of memory over time

• Forgetting may involve decay, interference, or repression.

Forgetting

• Some inputs may fade away, or decay, over time.

• Items quickly decay in sensory storage and short-term memory.

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Section 2-15


• Interference refers to a memory being blocked or erased by previous or subsequent memories.

interferenceblockage of a memory by previous or subsequent memories

• There are two kinds of blocking: proactive and retroactive.

• It may be that interference actually does erase some memories permanently.

Forgetting (cont.)

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Section 2-16


• Some people also forget information due to amnesia.

• Amnesia is a loss of memory that may occur after a blow to the head or as a result of brain damage.

• Amnesia may also be the result of drug use or severe psychological stress.

• Infant amnesia is the relative lack of early declarative memories.

• Psychologists have proposed several theories to explain infant amnesia.

Amnesia

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Section 2-17


• Techniques for improving memory are based on efficient organization of the things you learn and on chunking information into easily handled packages.

Improving Memory

55

Section 2-18


• Using repetition, or maintenance rehearsal, can help you remember for a short period of time.

elaborate rehearsalthe linking of new information to material that is already known

• In this method, words are merely repeated with no attempt to find meaning.

Meaningfulness and Association

• A more efficient way of remembering new information involves elaborate rehearsal.

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Section 2-19


• You remember things more vividly if you associate them with things already stored in memory or with a strong emotional experience.

• A good way to protect a memory from interference is to overlearn it–to keep on rehearsing it even after you think you know it well.

• Another way to prevent interference while learning new material is to avoid studying similar material together.

Meaningfulness and Association (cont.)

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Section 2-20


• In addition, how you originally learn or remember something influences how readily you recall that information later.

• If a bit of information is associated with a highly emotional event or if you learned this bit of information in absence of interference, you will more easily recall that information because of the strength of that memory.

Meaningfulness and Association (cont.)

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Section 2-21


• Techniques for using associations to memorize information are called mnemonic devices.

mnemonic devicestechniques for using associations to memorize and retrieve information

• Mnemonic devices are not magical; indeed, they involve extra work–making up words, stories, and so on.

• The very effort of trying to do this, however, may help you remember things.

Mnemonic Devices

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Section Assessment

Review the Vocabulary What is the difference between proactive and retroactive interference? Between maintenance and elaborate rehearsal?

Proactive interference results when an earlier memory blocks you from remembering new information. Retroactive interference occurs when newer information blocks you from remembering earlier information. Maintenance rehearsal is a system for remembering that involves repeating information to oneself. Elaborate rehearsal involves linking new information to material that is already known.


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Visualize the Main Idea In a graphic organizer similar to the one shown on page 288 of your textbook, explain the three processes of memory retrieval.


Graphic organizers should reflect the students’ understanding of the three processes of memory retrieval, which include maintenance rehearsal, elaborate rehearsal, and mnemonic devices.

61


Recall Information What is state-dependent learning? How does it relate to studying and taking exams?



State-dependent learning occurs when you are in the same physiological or emotional state or setting as you were when you originally encoded the information. You may have better recall on tests by studying in the room in which you will actually take the test.

62


Think Critically What types of test questions do you prefer: those that require recall, such as essay questions, or those that require recognition, such as multiple choice questions? Why?



You will probably select recognition questions since these provide answers for you.

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Section 2-Assessment Close


There is an ongoing debate about the validity of repressed memories. Review the material in this chapter and offer an opinion about repressed memories.

End of Section 2


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Chapter Summary 1


Section 1: Taking in and Storing Information• During encoding, you use your senses to

encode and establish a memory.

• Storage is the process by which information is maintained over a period of time.

• Retrieval occurs when information is brought to mind from storage.

• There are three types of memory–sensory, short-term, and long-term–each of which has a different purpose and time span.

66

Chapter Summary 2

Section 1: Taking in and Storing Information (cont.)


• Although psychologists agree that some physiological changes occur in the brain when something is stored in long-term memory, they are only beginning to identify how and where memories are stored.

67

Chapter Summary 3

Section 2: Retrieving Information


• Human memory is organized in such a way as to make recognition quite easy.

• Recall involves a person’s knowledge, attitudes, and expectations.

• Recall seems to be the result of reconstructive memory.

• People’s memories are sometimes reconstructed in terms of their schemas.

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Chapter Summary 4

Section 2: Retrieving Information (cont.)


• State-dependent learning occurs when you recall information easily when you are in the same physiological or emotional state as you were when you originally encoded the information.

• Forgetting can be the result of decay, interference, or repression.

• Memory can be improved through meaningfulness, association, lack of interference, and degree of original learning.

End of Chapter Summary


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Chapter Assessment 1

Click the mouse button or press the Space Bar to display the answers.

1. ___________ is the second memory process during which information is maintained over a period of time.

2. When you relate new information to what you already know you are practicing ______________.

3. ____________ is a mistake in memory during which a person “remembers” information that was never stored in memory.

4. The skills you develop when you learn how to swim become part of your ________________.

5. The active reconstruction of information is called __________.

Reviewing VocabularyUse the correct term or concept to complete the following

sentences. Storage

elaborate rehearsal

Confabulation

procedural memory

recall

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Reviewing Vocabulary (cont.)


Use the correct term or concept to complete the following

sentences. 6. __________ are conceptual frameworks we use

to make sense of the world.

7. __________ is the storage and retrieval of what has been learned or experienced.

8. The things you have in your conscious mind at any one moment are held in your _______________.

9. When you remember what you did on your vacation, you are experiencing ______________.

10. A small percentage of children have a(n) _____________, or “photographic memory.”

Schemas

Memory

short-term memory

episodic memory

eidetic memory

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Using a graphic organizer similar to the one on page 290 of your textbook, identify and describe the codes used to encode a memory.

Recalling Facts

The codes used are visual, acoustic, and semantic.


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Recalling Facts

List two strategies for expanding the limits of short-term memory.

Two storage strategies are rehearsal and chunking.


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Recalling Facts

Describe the primacy-recency effect.


The primacy-recency effect means that we tend to remember items that fall at the beginning and end of lists.

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Recalling Facts

What are the two types of interference that block memory?


The two types of interference are proactive interference and retroactive interference. In proactive interference, an earlier memory blocks you from remembering related new information. In retroactive interference, a later memory or new information blocks you from remembering information learned earlier.

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Recalling Facts

Describe five methods you can use to improve your memory.


You can improve your memory by meaningfulness, association, lack of interference, degree of original learning, and use of mnemonic devices.

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Building SkillsInterpreting a graphThe graph below shows the results of an experiment in which the ability to remember names and faces of classmates by high school graduates was tested. In a recognition test, participants were asked to match yearbook pictures of classmates with their names. In a recall test, participants were shown yearbook pictures and asked to simply recall the names. Review the graph below, then answer the questions on the following slides.

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Which group was most able to recall the names of their classmates?


Building Skills

The group that took the recognition test was most able to recall the names of their classmates.

Interpreting a graph

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What percentage of participants recalled the names of their classmates 34 years after graduation? 47 years after graduation?

About 50 percent recalled the names of their classmates 34 years after graduation. About 20 percent recalled the names of their classmates 47 years after graduation.


Building SkillsInterpreting a graph

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How did retrieving information using recall change over a period of 50 years?


Building Skills

The percentage of people who correctly recalled information gradually decreased from about 70 percent to about 20 percent.


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What effect does time have on retrieving information when recall is used? When recognition is used?


Building Skills

Time has a negative effect on retrieving information when recall is used. As time increases, the ability to correctly recall information decreases. Time does not seem to have as much of an effect on the ability to correctly retrieve information using recognition.


82


When you remember past events and people, how accurate do you think your memory is? Explain.


Building Skills

Memories that are recalled may be less accurate than memories associated with the process of recognition.


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I am the loss of memory that may occur after an accident or other damage to the brain. What am I?

I am amnesia.


End of Chapter Assessment


Psychology Online

Explore online information about the topics introduced in this chapter.

Click on the Connect button to launch your browser and go to the Understanding Psychology Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://psychology.glencoe.com

Psychology Journal (Chapter)

Think back to your childhood and recall your earliest memory. Describe this memory in your journal.

Psychology Journal (Section 1)

List examples of chunking that you have used in the last week.

Psychology Journal (Section 2)

Compare your memories of an event with a friend who experienced the same event. Write down how your memories are similar and how they are different. Explain the differences using the information you are learning in this chapter.

Case Studies 1

Continued on next slide.

Read the case study presented on page 281 of your textbook. Be prepared to answer the questions that appear on the following slides. A discussion prompt and additional information follow the questions.

The Case of H.M.

This feature is found on page 281 of your textbook.

Case Studies 2


What type of surgery did H.M. have? Why?

H.M. had the hippocampus area of his brain removed in an attempt to stop, or at least minimize, the occurrence of epileptic seizures.

Click the mouse button or press the Space Bar to display the answer. This feature is found on page 281 of your textbook.

The Case of H.M.

Case Studies 3


What problems did H.M. encounter following the surgery? Why?

H.M. could not form new long-term memories. The hippocampus plays an important role in the formation of memories. It is not involved in storing long-term memory, but it does act as a pathway through which information travels.


The Case of H.M.

Case Studies 4


Critical Thinking If a virus suddenly destroyed your hippocampus, what effect would it have on your performance in school?

You would not be able to pass tests on new material, although you would still be able to perform well on aptitude tests of learning that had occurred before the virus destroyed the hippocampus.


The Case of H.M.

Case Studies 5


Why do you think H.M.’s existing memories were unaffected? What does the fact that he could still learn motor skills tell you about procedural memory?

Discuss the following:


The Case of H.M.

Case Studies 6


Unlike other parts of the brain, the hippocampus continues to grow throughout your lifetime. Researchers are making efforts to boost the production of these brain cells.


Researchers are currently exploring links between stress hormones such as corticosteroids and memory loss. Studies in rats have shown that by blocking stress hormones, the production of brain cells in the hippocampus increased.

The Case of H.M.

Case Studies 7

Since the body needs stress hormones, which are produced by the adrenal glands, it is not possible to remove these glands. Researchers, however, may be able to develop drugs to limit the production of the hormones and boost the production of brain cells.


The Case of H.M.

Chapter Concepts 1

Daily Focus 1.1


Daily Focus 1.2


Answers:1. Semantic memory

contains this type of knowledge.

2. Episodic memory contains the memories of our own life.

3. We have semantic memory in common with others.

4. We share these common memories with other speakers of our language.

Daily Focus 2.1


Daily Focus 2.2


Answers:1. Memories of daily life as

well as things we learned in school but never need to use may decay.

2. With proactive interference we could forget more recent events.

3. They are forgotten in favor of more recent memories.

4. They remain in memory but are no longer accessible.

Proactive InterferenceFrom the Classroom of Stacy Brosier Belvidere High School, Belvidere, IL

Chapter Activity 1


Materials: 10 decks of standard playing cards (minus all of jacks, queens, kings, and aces) for each group.

1. Divide into groups of three with one deck of cards per group.

2. The first person in each group will divide the packs and make two piles. Put the odd numbered cards on the left and the even numbered on the right. The person should then pick up the cards, shuffle them, and repeat the process by doing the opposite; place the even cards on the left and the odd on the right, shuffle.

Then put the odd on the left and the even on the right, shuffle, and hand the pack to the next person in the group. Complete the task as quickly as possible. If it is not your turn to complete the task make sure to watch the other people in your group carefully. Consider the following questions.

Proactive InterferenceFrom the Classroom of Stacy Brosier Belvidere High School, Belvidere, IL

Chapter Activity 2

• What did you observe?

• Explain why those behaviors occurred.

FYI 1.1

In addition to iconic and echoic memories, sensory memories are created by the other senses. They are known as haptic memory (touch), gustic memory (taste), and olfactic memory (smell).

FYI 2.1

People tend to forget more quickly information that does not correspond with their own image of themselves. As a person’s self-image changes, so does the information he or she recalls about the past. This process is known as autobiographical memory.

Cultural Connections 2.1

Dutch chess master and psychologist Adrian de Groot wanted to know what separated a good chess player from a grand master. He reviewed the simultaneous displays and blindfold demonstrations that amaze onlookers. In simultaneous displays, grand masters take on several challengers at the same time. They move from board to board and make moves with seeming ease. In blindfold demonstrations, the grand master plays the game blindfolded, being told his or her opponent’s moves. In his research, de Groot found that the primary difference between grand masters and good chess players is the ability to recall chess positions. Grand masters seem to have an almost instinctive recall of thousands of past chess moves.

A recent study conducted by Susan Ellis Weismer and Julia Evans examined the correlation between working memory and language skills. They examined two groups of children. The experimental group had been diagnosed with a specific language impairment. The control group had normal language skills. The study found a significant correlation between working memory and language skills development.

Psychology Update 1.1

Memory and Language


However, the study did not clearly identify whether a deficit in language skills caused poor performance on tests of working memory or whether a deficit in working memory impaired the development of language skills.

Psychology Update 1.2

Memory and Language

Source: Weismer, S.E., & Evans J. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech, Language and Hearing Research, 42 (5), 1249–60.

Applying Psychology 2.1

• Ask your friends what brands of snack foods and health care products they prefer.

• Then ask them how they chose that particular brand.

• Psychologists have found that even though most people respond that it is the brand their parents use or the brand recommended by a friend, in reality they are likely to have been influenced by advertisements they have seen or heard.



Applying Psychology 2.2

• Often advertisers use subtle messages to suggest features or benefits of a product that are not a reality.


• Find examples of an implied or inferred benefit in a print advertisement.

Psychology and You 2 Contents


Remembering Classmates

On the Tip of Your Tongue

• Read the Psychology and You feature on page 283 of your textbook.

• Discuss the following:

Psychology and You 2.1


Will you be likely to have the same recall ability with the people you work with on your first job? Why or why not?

• Read the Psychology and You feature on page 288 of your textbook.

• Discuss the following:

Psychology and You 2.2


Why does thinking about something else help you remember the information you were searching for?

Click the picture to listen to a biography on Elizabeth Loftus. Be prepared to answer questions that appear on the next two slides.

Profiles in Psychology 1.1


Elizabeth Loftus 1944–


Why does Loftus believe eyewitness testimony is often unreliable?


Loftus believes that memory can be influenced both by suggestion and by future information.


How could the negation of repressed memories affect child abuse victims?

For real victims, their memories may not be believed. However, for those who are falsely accused, their lives could be saved from devastation.


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memory section

information section

processes of memory

memory processes

process of memory slide

stored memory

transforming of information

information fit