HD_300 1st Edition Lecture 19 Outline of Last Lecture I. Introductiona. 2 argumentsII. Reviewing the researchIII. SuggestibilityIV. MemoryV. Social Factors Affecting MemoryVI. QuestioningVII. Use of anatomically correct dollsVIII. Concerns of anatomically correct dollsIX. Courtroom proceduresX. Highly publicized casesXI. SummaryOutline of Current LectureI. Levels of memoryII. Tools to enhance memoryIII. Types of MemoryIV. PTSDV. Trauma LearningCurrent LectureSignup sheet for pop quiz 3 today- will be open next weekNext Tuesday- NO CLASS- Veteran’s dayUnit 16: False Memory Syndrome and PTSDI. Levels of Memorya. Perception – individual senses or perceives something  b. Short term memory (15-30seconds) c. Decision (conscious or unconscious) on what to retain d. Intermediate memory (60 seconds) e. Long term memoryi. Some things get stored here but we are unaware that they areii. May last a lifetimeiii. May change over time, but usually pretty setiv. May not be able to access it readily II. Tools to enhance memoryThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.a. Examplesi. Rehearsalii. Organizationiii. Imagery b. Children are less sophisticated at using these “tools”i. Partially because of inexperience with the toolsii. Mostly because immaturity of pathways in brainIII. Types of memorya. Infantile memoryi. Inability to remember early memories or events that occurred very early in lifeii. Memories not encoded in long term memory (Piaget)iii. Other researchers- earliest memories are either:1. Encoded differently and therefore not remembered2. They are there but no retrieval mechanism b. Implicit memoriesi. Represent earliest fundamental neural system functioningii. Unconscious, but affect behavior without us understanding why c. Explicit Memoriesi. Can be immediately recalled ii. How we can remember exactly where we were and what we were doing at a specific point in time 1. “flashbulb” memory- an incident so profound that it is captured like a picture in our memories d. Psychological Defense Mechanismsi. Suppression1. A conscious decision to put the memory on the “back burner”2. The memory may be manifest in other behaviors such as promiscuity, eating disorders, etc. 3. Its like a computer iconii. Repression1. Unconscious a. The event is so traumatic that the psyche cannot deal with it. It is forgotten, but is stored in the brainsomewhere.2. These events may also be manifest in behaviors, but the person has no recollection of past events3. The memory may appear in dreams or flashbackse. False memory syndromei. Memory is not exactii. Memory is open to individual interpretation and can be based onsuggestions that an even occurred, when in fact it did notiii. False memory has more to do with suggestibility and less to do with memoryiv. Leading questions are not appropriate in suspected cases of abusev. Therapists with their own agendas are most at risk for triggeringfalse memoriesf. Determining credibility of memoriesi. Credible memories1. Recalled spontaneously and early in the therapy process2. More likely to be triggered by something in the individual’s environment rather than prompting ii. False memories often do not appear until after much prompting and after a long period of time has passediii. Video of Rosanne’s false memories and claims of incestIV. Post Traumatic Stress Disorder (PTSD)a. Involves exposure to a traumatic eventi. The person experienced, witness, or was threatened with death or serious injury or there was a threat to the physical integrity ofself or others and the response involved intense fear, helplessness, or horror.b. Involves the limbic system of the braini. Area of the brain that encodes incoming informationii. Area of the brain that influences regulatory process of eating, sleeping, attachment, affect, sex and aggressioniii. Seat of the alarm system that protects an individual in the face of danger (fight or flight)V. Trauma Learning (PTSD)a. A traumatic incident, particularly if it is severe, prolonged, or repeated may result in “trauma learning”b. No reduction in stress afforded by the flight or flight response i. Continued stressc. Fluctuations in hormones in brain structures result in memory systems being altered d. Release of opiates in the brain  numbing statei. Processing and encoding of the event becomes disconnected ii. After the trauma is over, the alarm state remains between flight/fight status and a state of numbnesse. Adaptive state is altered i. Cellular changes then become fixedii. Lasting effect that is not clearly understood iii. Results in hyper-sensitization of structures in the limbic system1. Flashbacks2. Night terrorsf. Desensitization involving the hippocampusi. Chemical process destroys receptor sites involved in memory ii. Results in change in the development of the hemispheres of the brain 1. Structural2. Permanent