DOC PREVIEW
SIU PSYC 310 - Everyday Memory and Memory Errors
Type Lecture Note
Pages 6

This preview shows page 1-2 out of 6 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 6 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 6 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 6 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

PSYC 310 1st Edition Lecture 12Outline of Last Lecture I. Storing Information in LTMII. Levels of Processing TheoryIII. Organization, Comprehension & MemoryIV. Retrieving Information from LTMV. Improving Learning & MemoryVI. ConsolidationOutline of Current Lecture I. Everyday Memory & Memory ErrorsII. Autobiographical MemoryIII. Reminiscence BumpIV. Flashbulb MemoriesV. The Constructive Nature of MemoriesVI. Source MonitoringCurrent LectureI. Everyday Memory & Memory Errorsa. What kinds of events from their lives are people most likely to remember?These 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.b. Is there something special about memory for extraordinary events like the 9/11 terrorist attacks?c. What properties of the memory system make it both highly functional and also prone to error?d. Why is the eyewitness testimony often cited as the cause of wrongful convictions?II. Autobiographical Memorya. Recollected events that belong to a person’s pastb. “Mental time-travel”c. Multidimensionali. Spatial, emotional, and sensory componentsii. Episodic and personal semanticd. Sensory Componente. Greenberg and Rubin (2003)i. Brain injured patients (visual cortex) who cannot recognize objects and have trouble with visual imageryii. They also experience loss of autobiographical memory (even non-visual memories)iii. Visual experience plays a role in forming and retrieving AMf. Cabeza and coworkers (2004)i. Comparing brain activation caused by autobiographical memory and laboratory memoryii. Participants viewed photos of particular campus sites1. Photographs they took (A-photos)2. Photographs taken by someone else (L-photos)g. Both types of photos activated brain structures associated with episodic memory and processing scenesh. A-photos also activated brain structures associated withi. Processing info about the selfii. Memory for visual spaceiii. Mental time travel memoryi. Very rich memoriesj. What events are remembered well?i. Significant life eventsii. Highly emotional eventsiii. Transition pointsIII. Reminiscence Bumpa. Participants over the age of 40 asked to recall events in their livesb. Memory is high for recent events and for events that occurred in adolescenceand early adulthood (between 10 and 30 years of age)c. Three popular explanations of this effectd. Self-image hypothesisi. Memory is enhanced for events that occur as a person’s self image or life identity is being formedii. People assume identities during adolescence and young adulthood1. Many transitions occur between 10 and 30.e. Cognitive hypothesisi. Encoding is better during periods of rapid change that are followed bystabilityii. Evidence from those who emigrated to the US after young adulthood indicates reminiscence bump is shiftediii. Cultural life-script hypothesisiv. Each person has1. A personal story2. An understanding of culturally expected eventsv. Personal events are easier to recall when they fit the cultural life spotvi. Memory for Emotional Stimuli1. Emotional events remembered more easily and vividly2. Emotion improves memory, becomes greater with time (may enhance consolidation)3. Amygdala activity codes for strength of emotionIV. Flashbulb Memoriesa. Memory for circumstances surrounding shocking, highly charged important eventsi. 9/11ii. Kennedy Assassinationb. Where were you and what were you doing?c. Highly emotionald. Vivid & very detailed, but not always 100% accuratei. However, usually more confidence in respondinge. Method: Repeated recalli. Initial description acts as baseline1. Usually collected soon after the eventii. Later reports compared to baselinef. Results suggest that these memories can be inaccurate or lacking in detaili. Even though participants report that they are very confident and that the memories seem very vividg. Davidson, et al (2006)i. Memories for 9/11/01 more resistant to fading than memory for other events around that time1. Cues helped 9/11/01 memories moreii. Narrative rehearsal hypothesis1. Repeated viewing/hearing of eventa. TV, talking with othersb. Could introduce errors in own memory2. What actually happens + person’s knowledge, experiences andexpectationsV. The Constructive Nature of Memoriesa. Memory is not just a snapshot or movie – think about encoding, consolidation, etc… these are dynamic processesb. Memory = What actually happened + a person’s knowledge, experiences and expectationsc. Bartlett’s “war of the ghosts” experimenti. Had participants attempt to remember a story from a different cultureii. Repeated reproductioniii. Results:1. Over time, reproduction became shorter, contained omissions and inaccuracies2. Changed to make the story more consistent with their own culturea. (Ex: Boat, instead of Canoe)VI. Source Monitoringa. Source Memory: Process of determining origins of our memoriesb. Source monitoring error: misidentifying source of memoryi. Also called “source misattributions”c. Jacoby et al (1989)d. Showed participants a list of non-famous names, then later had them identifythose and others as famous or non-famouse. After 24 hours, some non-famous names were misidentified as famousf. Explanation: some non-famous names were familiar, and the participants misattributed the source of the familiarityi. Failed to identify the source as the list that had been read the previous dayg. Memory can be influenced by inferences that people make based on their experiences and knowledgeh. Memory often includes information that is implied by or is consistent with the to-be-remembered information but was not explicitly statedi. Pragmatic inferences: based on knowledge gained through


View Full Document
Download Everyday Memory and Memory Errors
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Everyday Memory and Memory Errors and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Everyday Memory and Memory Errors 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?