PSYCH 322 1st Edition Lecture 18Outline of Last Lecture I.Amount of snowII.Studying for a testIII.Memory retrievalOutline of Current LectureIV.Tip of the tongue phenomenonV.Flash bulb memoriesVI.False memoriesVII.Exam prepCurrent LectureI. Tip-of the Tongue Phenomenon: having the feeling of knowing something but can’t remember. What are things you can do when this happens? Try to picture yourself in a situation or if you can put yourself back in a situationThese 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. Factors that aid in EncodingCreate ConnectionsActive CreationOrganizationMeaningful FrameworkPresent in Organized wayRecall by GroupsTestingGenerateImageryLink to selfa. When you study, be where you are going to take the test. When you are where you learned the information, the information will stick with you longer. If you can’t study in that room, study in a room that looks similar to it.b. Other things that were around you when you learned information may be tools to help you remember specific information again if you forget. c. Whatever physiological state you’re in when you study should be the same physiological state you’re in when you take the test.d. Scenery matching -People who are under the influence of substance (nicotine, alcohol, prescription pills, caffeine, etc.) while studying will test better if they are under the influence of those substances while taking the test. e. If you have test taking anxiety make yourself anxious when you study (time yourself) f. If you don’t have text taking anxiety, try to be in the same mood when you take the test that you were in when you study (happy, sad, mad, etc.)II. Autobiographical memoryIII. Flashbulb memories featuresa. Explicit, implicit, episodic, semanticIV. Re-constructive nature of memorya. LTM is not like a video tape, its not like a recordingb. Take an event or info and extract its features, and we encode / store info as puzzle pieces, when you put the pieces back together you get a memory. We may have encoded all the puzzle pieces or not. When you retrieve the pieces to put the puzzle back together, we might get all the pieces back, you might even get extra pieces (intrusions) from dreams, or suggestions, and make a mistake of the memory. Confidence and accuracy of our memory isn’t accountable.V. Eye-witness situations can’t be trustedVI. Schemas and scriptsa. Helen Keller story vs. Karen Harold – info was logical because of what we know of Helen Keller from encoding it but it actually wasn’t part of a passage. I. The longer away from the original reading you are the more you have potential culture implications or insertions, that match from your experience of what you remember with the actual reading or passage/storyVII. Know about Source monitoring and source monitoring errorsVIII. Know about Miss Information, eye-witness testimonies, and false memoriesIX. *False memory syndrome: When you tell a story so much (a false story) you actually start to believe it. a. People fall for suggestions, and that suggestion or miss information becomes something that you actually believe in.X. False memory syndrome example: Stephen Ceci made up crazy questions about events that never happened to any of the kids, and asked these kids the same questions ever and over again once a week for 10 weeks. He asked them questions like; “have you ever gotten your finger stuck in a mouse trap in your house?”, “have you ever seen alligators eating apples on an airplane?” These were crazy questions every kid should have said no to. Every single child in week one said no to every question. Kids came back every week, same list of questions, maybe in different order. As the weeks go on more and more kids are starting to say yes tocrazy questions as the weeks go by (same questions they said no to weeks ago) the stories these kids are making up get more detailed as the time goes on. a. The problem with multiple choice tests is that you believe that the answer must be there, even if it’s not.b. If you question a person about a car accident, the wording to your question can impact the answer. If you ask how fast someone was driving when they: Impacted the vehicle versus crashed the vehicle versus smashed into the vehicle, studies show that wording can influence responses. XI. It is possible to implant a false memory into someone’s brain and actually make them believe it.XII. Example: getting hurt by a storm door, like glass broke while walking in or out. This question was asked to a group of adults, any adult that said no, they have never been hurt by a door in the house, were asked for their parents contact information and to leave. The only people invited back were asked to come back again and asked the same question. The people who said no were asked to come back weeks later and were asked the same questions again, theyall say no again. She then told them that she asked their parents and parents said yes, that did happen to them, even when she never called anyone’s parents. Some people reconsidered their answer, questioning their own memory, some stuck with no. Again, if they said no, they were asked to come back. Each time they came back, they were given more and more information about this “story.” The more they came back the more their no answers turned to yes answers. Once they said yes, the researchers informed them that theyimplanted this memory into their head and that it actually didn’t happen. People got really mad and frustrated when learning this.XIII. *Autobiographical memorya. Sensory componentb. Visual componentc. Emotional componentsXIV. (Know about this) Reminiscence bump – we tend to have more autobiographical memories from ages 10-30 years old. This is a point in time where you have many influential factors going on in your life. There are many developmental milestones going onXV. Hypotheses about the reminiscence bumpa. Self-imageb. Cognitivec. Cultural Life Script- people who have emigrated into a new culture at ages 30-40 remember a significantly less amount of memories than people who emigrated around 15-25 years old.XVI. Flashbulb memories- think hard about remembering what happened on 9/11. These memories are very detailed, highly emotional and vivid. XVII. Constructive nature of memory- Barlett’s “was of the ghosts”XVIII. Source monitoringXIX. Scripts & schemasXX. Eye