Science of Psychology An Appreciative View 3rd Edition King Solutions Manual Download

Chapter 7
Science of Psychology An
Appreciative View 3rd Edition King
Solutions Manual
Full download at link:
Solution Manual: https://testbankpack.com/p/solution-manual-for-

science-of-psychology-an-appreciative-view-3rd-edition-king-
0078035406-9780078035401/
Test Bank: https://testbankpack.com/p/test-bank-for-science-of-

psychology-an-appreciative-view-3rd-edition-king-0078035406-
9780078035401/
CHAPTER SEVEN: MEMORY
Learning Objectives
LO 7.1: Identify the process of memory.

LO 7.2: Explain how memories are encoded.
LO 7.3: Discuss how memories are stored.
LO 7.4: Summarize how memories are retrieved.
LO 7.5: Describe how the failure of encoding and retrieval are involved in forgetting.
LO 7.6: Evaluate study strategies based on an understanding of memory.
LO 7.7: Identify the multiple functions of memory in human life.
I. Chapter Overview
II. Chapter Features
III. Connections
IV. Teaching the Chapter
a. Lecture Outlines by Section
b. Suggested Activities
V. Critical Thinking Questions
VI. Polling Questions
VII. Apply Your Knowledge
VIII. Suggested Readings and Media
King, The Science of Psychology, 3e IM-7 | 1
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Chapter 7
IX. Activity Handouts

X. Answer Key to Activity Handouts
I. Chapter Overview
Experiencing Psychology: Photographs, Souvenirs, and Mementoes: Memory and Meaning
▪ The aftermath of tornado stricken Joplin, Missouri, left many stranded and a town devastated.
Days after the storm, photos from those affected where found across states such as Arkansas,
Kansas, and Tennessee, carried by the dangerous tornado winds. One individual set up a
Facebook page posting those lost pictures in hopes that family and friends would see them
and reclaim their photographs.
▪ Pictures are a way that we record our lives, the memories we don’t want to forget. As
humans, we tend to collect concrete evidence to support our memories.
▪ Memories are also important on a larger scale because they have a special place in our lives.
They are a piece of “what really happened” and therefore have an unusual value to us.
Memories give our lives meaning!
I. The Nature of Memory

A. Memory is defined as the retention of information or experience over time. Memory
occurs through three important processes: encoding, storage, and retrieval.
1. Encoding occurs when we take in information from the world around us.
2. Storage is when we do something with that information in order to remember it at
a later stage.
3. Retrieval is when we recall the information we stored.
II. Memory Encoding

▪ Encoding is defined as the way in which information is processed for storage in memory.
A. Attention
1. In order to encode information we must first pay attention to it. Selective attention
occurs when we attend only to certain things in the environment. We ignore other
stimuli and only attend to a specific aspect of an experience.
2. Divided attention occurs when we have to pay attention to several different things
at the same time. People who give divided attention to a memory task are less
successful at encoding the information than are people who give full attention to
the task.
3. Sustained attention is the ability to maintain attention to a selected stimulus for a
prolonged period of time. Studying your notes is a good example of this!
4. Divided attention can have negative effects on encoding. Multitasking, which
involves dividing attention between two or more tasks, compromises the way
information is getting into memory.
5. Recent studies have indicated that students’ text messaging during class is related
to learning less course material. Heavy multitasking may also be associated with
symptoms of depression and social anxiety.
Chapter 7
B. Levels of Processing
1. The shallow level occurs when we are paying attention to the physical attributes
of a stimulus.
2. The intermediate level occurs when we recognize the stimulus and give it a name.
3. The deepest level occurs when we think of the stimulus’ meaning and make
associations. The more associations we make, the deeper the processing.
4. Studies have shown that a person’s memory improves when processing is at the
deepest level.
C. Elaboration
1. Elaboration is how extensive processing is at any level.
2. Elaboration takes place when a person not only remembers the definition of a
stimulus, but also adds meaning to it. Coming up with an example of the stimulus
is an example of elaboration. Deep elaborate processing is a powerful way to
remember.
3. By elaborating on a stimulus, we are making that stimulus distinctive and unique.
The more unique the memory of the stimulus, the better we are able to remember
it.
4. As encoding becomes more elaborate and unique, there is more information to be
stored. In a way, when we elaborate on material we are in fact memorizing it
without trying to memorize it.
5. Relating materials to your own experience, self-referencing, is another effective
way to elaborate on information.
6. Researchers have linked the process of elaboration with the physical activity of
the brain. Greater elaboration of information is linked to neural activity,
especially in the brain’s left frontal lobe.
D. Imagery
1. The most powerful ways to remember information is to use mental imagery.
Akira Haraguchi in 2005 recited the digits of pi to the first 83,431 decimal places.
That’s over 80,000 numbers. How would you go about memorizing such a
quantity?
2. Classic studies by Allan Paivio elicited the dual-code hypothesis which claims
that memory for pictures is better than memory for works because pictures (at
least those that can be names) are stored as both image codes and verbal codes.
III. Memory Storage

Storage determines how information is represented in memory.
The Atkinson-Shiffrin theory states that there are three systems in memory storage.
▪ The first system is sensory memory, where information is stored for up to several
seconds.
▪ The second system is short-term memory, where information is stored for up to 30
seconds.
Chapter 7
▪ The third system is long-term memory, where information is stored for up to a

lifetime.
A. Sensory Memory
1. Sensory memory holds information that is taken in from environmental stimuli. It
is held in sensory memory for only a second or so.
2. We process more information in sensory memory than we consciously notice.
3. Information in sensory memory is picked up by a person’s senses.
4. Echoic memory is auditory sensory memory.
5. Iconic memory is visual sensory memory.
6. George Sperling conducted the first type of research on iconic memory. He found
that people could remember seeing as many as nine letters he had flashed on a
screen for about 1/20 of a second, but the iconic memory was too brief for people
to transfer all nine letters to short-term memory where they could be named, so
they could only recall about half of them.
B. Short-Term Memory
1. Some of the information to which a person attends is transferred from sensory
memory into short-term memory.
2. Information is held in short-term memory for about 30 seconds.
3. Most people can hold about 7 bits +2 or –2 of information in short-term memory.
This is known as memory span.
4. Chunking and Rehearsal
a. Chunking and rehearsal are two ways to improve short-term memory.
Chunking involves grouping amounts of information larger than the 7 bits +2
or –2 of memory span into higher-order, single units.
b. Rehearsal involves repeating information over and over again as a way to
remember it. The information retained by rehearsal can be held indefinitely
unless there is some sort of interruption. Rehearsal works best when a person
must only remember the information briefly and not for long-term retention,
mainly because rehearsal does not involve deep processing.
5. Working Memory
a. Working memory, proposed by Alan Baddeley (2006, 2007) is a three-part system
that temporarily holds information while a person is working on a cognitive task.
Unlike long-term memory, working memory and its components have limited
capacity.
b. Working memory is an active memory system and is considered separate from
short-term memory. It can be thought of as a mental blackboard and is essentially
a place where ‘thinking’ occurs.
c. The first part is the phonological loop, which stores speech-based information
about the sounds of language. It includes an acoustic code and rehearsal.
d. The second part is called visuospatial working memory, which stores visual and
spatial information, including visual imagery. The phonological loop and
visuospatial working memory function independently and can be used
concurrently for separate tasks.
Chapter 7
e. The third part is called the central executive, which combines information from
the phonological loop and visuospatial working memory. It also integrates
information from long-term memory.
f. The concept of working memory can help us understand how brain damage
affects cognitive skills. Some people have good working memory but poor long-
term memory, while others have good long-term memory but problems with
working memory. Deficits in working memory can be found in patients with
Alzheimer disease. Baddeley (2006, 2007) feels these can be traced to the central
executive, which coordinates different mental activities. This is a function with
which Alzheimer patients have great difficulty.
C. Long-Term Memory
1. Long-term memory is a relatively permanent memory storage base.
2. There is a virtually unlimited amount of space for long-term memory storage.
3. Consider the effect that technology and the Internet have on our memory. If we can
look something up or ‘google it’ then why bother memorizing it?
4. Explicit Memory
a. Explicit memory is also known as declarative memory. It is a type of memory
for specific facts or events and information that can be verbally
communicated.
b. A study conducted by Harry Bahrick found that any forgotten information
from explicit memory is forgotten within the first three years after the memory
was stored; after that, the forgetting leveled off.
c. Gradual learning is the key to permanent memory storage. If the information
is learned and stored over time, there is a better chance that it will remain in
explicit memory indefinitely.
d. Episodic memory is a type of explicit memory. It stores information about
where, what, and when information is occurring. Episodic memory is
autobiographical, meaning that it pertains specifically to a person’s life. It is
the stories we collect in our lives.
e. Semantic memory is a second type of explicit memory. This type of memory
pertains to information about the world. It includes general, everyday, and
academic knowledge but not the personal information of episodic memory.
f. Many explicit or declarative memories are neither purely episodic nor purely
semantic. Tulving (1983, 2000) argues that episodic and semantic systems
often work together in forming new memories.
5. Implicit Memory
a. Implicit memory is also known as nondeclarative memory. It is a type of
memory in which behavior is affected by prior experience without conscious
memory of the experience. For example, a person may know how to type on a
computer without consciously remembering the past learning process.
b. One subsystem of implicit memory is known as procedural memory. This type
of memory is a memory for skills. For example, when you first learned how to
drive a car, there were many steps involved and you consciously followed
Chapter 7
each of those steps. However, after you have been driving for awhile, you start
the car and drive without thinking through all the steps involved.
c. Another subsystem of implicit memory is called classical conditioning. This
type of memory involves the automatic association between stimuli.
d. The third subsystem is priming. Priming involves taking information that a
person has already learned out of storage in order to learn new information.
By using priming, the person is able to learn this new information faster and
better.
6. How Memory Is Organized
a. We can remember information or facts better when we organize them
hierarchically. By this we mean that we store the information from general to
specific.
b. New information can be stored in semantic networks, meaning that
information is incorporated into the correct region of memory. There are
semantic networks for all sorts of common information.
c. A schema is a preexisting mental concept which helps us organize and
interpret new information. Schemas help us to reconstruct inexact long-term
memories by filling in the gaps between fragments. Schemas have scripts,
which help us figure out what is happening around us and help us organize our
storage of memories about events.
d. Connectionism, or parallel-distributed processing (PDP), is based on the
theory that memories are stored throughout the brain in connections among
neurons. Several of these neuronal connections may work together to form
one memory.
7. Where Memories Are Stored
a. Karl Lashley (1950) discovered that memories are not stored in one specific area
of the brain, but throughout various parts of the brain.
8. Neurons and Memory
a. Researchers today believe that memories are located in specific sets or circuits
of neurons (Ardiel & Rankin, 2010; Clark & Squire, 2010). Larry Squire
(1994, 2000, 2007) says that most memories are probably clustered in groups
of about 1,000 neurons.
b. Researchers have also discovered that when brain chemicals such as
neurotransmitters are released in sea slugs, they trigger memories. Scientists
theorize that this process may occur the same way in humans.
9. Brain Structures and Memory Functions
a. The hippocampus, the temporal lobes in the cerebral cortex, and other parts of
the limbic system are all involved in explicit memories.
b. The left frontal lobe is more active in encoding, while the right frontal lobe is
more active in retrieval. Older adults begin to use the left frontal lobe in
retrieval as well, which may compensate for memory problems.
c. The amygdala plays a role in emotional memories.
Chapter 7
d. The cerebellum is involved in the implicit memories required to perform

various skills.
e. Neuroscientists have greatly benefited from the use of fMRI, which allows
them to track neural activity during cognitive tasks.
IV. Memory Retrieval

▪ Memory retrieval occurs when information that has been retained in long-term memory
is taken out of storage.
A. Serial Position Effect
1. The serial position effect is the tendency to remember information that falls at the
beginning and the end of a list more easily than the information in the middle.
2. The primacy effect is better recall for information at the beginning of a list.
3. The regency effect is better recall for information at the end of a list.
4. Information that is in the middle of a list is less likely to be forgotten if it is
extremely vivid or unusual.
B. Retrieval Cues and the Retrieval Task
1. There are two other factors involved in remembering information. They are the
nature of the cues you can use to prompt your memory and the retrieval task that
you set for yourself.
C. Recall and Recognition
1. Recall is a memory task that is used when a person needs to retrieve previously
learned information from storage. This type of memory is used often on essay
exams.
2. Recognition is a memory task that is used when a person needs to identify
presented items as familiar. This type of memory is used often on multiple choice
exams.
D. Encoding Specificity
1. The encoding specificity principle states that the information available at the time
of encoding tends to be effective in remembering information.
E. Context at Encoding and Retrieval
1. When people remember information better in the same context in which they
stored it, this is called context-dependent memory.
F. Special Cases of Retrieval
▪ Some memories have special significance because of relevance to the self, because of
their emotional or traumatic character, or because they have unusually high levels of
apparent accuracy.
1. Retrieval of Autobiographical Memories
a. Autobiographical memories are a form of episodic memory of a person’s life
experiences.
Chapter 7
b. On the most abstract level of autobiographical memories are memories of lifetime

periods.
c. The middle level consists of general events.
d. The most concrete level consists of event-specific knowledge.
e. When people tell their life stories, all three levels are usually present and
intertwined.
f. Most autobiographical memories are comprised of some truth and some myth.
2. Retrieval of Emotional Memories
a. Flashbulb memories are memories of emotionally significant events that a person
may recall with much more accuracy than memories of everyday events.
b. Most flashbulb memories are of a personal nature rather than some national event.
c. Most people feel they are completely accurate in remembering the exact events
that occurred in a flashbulb memory, but they are probably not as accurate as they
think; however, they are still more accurate than everyday memories. In addition
to rehearsal following a flashbulb event, the emotional arousal triggered by the
event contributes to the vividness and durability of the memory.
3. Memory for Traumatic Events
a. Research has shown that memories of traumatic events are vivid, detailed, and
more accurate and long-lasting than memories of everyday events. Although
memory of trauma is subject to deterioration and distortion, this is usually in the
details, whereas the central part of the memory is almost always effectively
recalled.
b. Stress-related hormones are likely to play a role in memories that involve personal
trauma and may account for the vividness of memory for such traumatic events.
4. Repressed Memories
a. Repressed memories are forgotten memories of a very traumatizing event. The
memories are forgotten and then the person forgets the act of forgetting them.
b. Repression is a special form of motivated forgetting. With motivated
forgetting, the memory is so painful that remembering it is not tolerable.
c. Psychologists consider memories that are recovered from traumatic events
should be called discovered memories because to the individual, they
experience these memories as real regardless of the accuracy.
d. Taking the examples of children who were victims of sexual abuse and how
their memories could be rediscovered even after much time has passed.
Children’s mistaken memories are only problematic if the fact-finders of legal
cases are unable to determine whether the child’s recollections are true or
false.
5. Eyewitness Testimony
a. Eyewitness testimony occurs when people are asked to report exactly what they
saw or heard as it relates to a crime.
b. It is estimated that 7,500 people in the United States are arrested for and wrongly
convicted of serious crimes due to eyewitness testimony (Huff, 2002).
Chapter 7
c. Popular shows such as CSI or other crime scene dramas give the impression that
DNA is widely available to protect innocent people from false accusations when
in fact less that 5% of legal cases include eyewitness testimony and biological
evidence.
d. Eyewitness testimony remains an important piece of evidence and improving the
validity of this is a critical goal. Law enforcement officials are applying
psychological research to improve the ways they conduct criminal lineups.
V. Forgetting
A. Encoding Failure
1. When information was never stored into long-term memory in the first place, there is
a problem with encoding failure.
B. Retrieval Failure
1. Researchers have theories on retrieval failure, such as problems with the information
in storage, the effects of time, personal reasons for remembering or forgetting, and the
brain’s condition.
C. Interference
▪ Interference occurs because other information gets in the way of the information a
person is trying to remember.
1. When information that was learned at a previous time interrupts the learning of new
information, it is called proactive interference.
2. When the learning of new information disrupts the remembering of previous
information, it is called retroactive interference.
D. Decay
1. Decay theory states that neurochemical memory traces disintegrate over time. Thus
this theory suggests that forgetting always increases with the passage of time.
E. Tip-of-the-Tongue Phenomenon
1. Tip-of-the tongue phenomenon, or TOT state as it is sometimes referred to, occurs
when we almost remember something and are confident we know it, but cannot
retrieve it. This phenomenon occurs when we retrieve some of the information but not
all of it.
2. Research on TOT has shown that the sounds of words are linked in memory even if
their meanings are not.
F. Prospective Memory
1. When a person is trying to remember to do something in the future it is called
prospective memory. It is a memory for intentional types of information. It includes
timing and content.
2. Time-based prospective memory is when a person intends to do something after a
specified amount of time has passed.
Chapter 7
3. Event-based prospective memory occurs when a person intends to do something that

is elicited by some external event or cue. These cues make event-based prospective
memory more effective than time-based prospective memory.
G. Amnesia
1. Anterograde amnesia occurs when a person cannot remember new information. This
disorder occurs forward from the time of the event causing the amnesia. Consider
anterograde involving the inability to make new memories.
2. Retrograde amnesia occurs when someone cannot remember past information, but
does not have a problem forming or retrieving newer memories. The memories lost
are of things that occurred previous to the event causing the amnesia. The ability to
acquire new memories is not affected in these cases.
3. In some cases, people can have both anterograde and retrograde amnesia.
VI. Study Tips from the Science of Memory

▪ In order to store information in memory, a person should make it more meaningful to
himself/herself.
A. Organizing
1. The first step in studying accurately is to review your notes and make sure the
information is correct.
2. Secondly, you should organize the material so that it can be easily stored in memory.
B. Encode
1. After the information is accurate and organized, the next step is memorization, which
requires effective processing so that it can be encoded in long-term memory.
2. Pay attention and process information at an appropriate level.
3. Use imagery and chunking.
C. Rehearse
1. After class, the course material should be rehearsed so that it can be stored
permanently.
2. Test yourself; talk with people about what you are learning.
3. If you use mnemonics, are you using them properly? Do they work? Practice using
them to see if your memory strategies are actually effective.
4. Get enough sleep, eat well, and keep free of mind-altering substances.
D. Retrieve
1. The final step is to test yourself to check that you can retrieve the course material.
2. Use retrieval cues.
3. Be comfortable, stay calm, and take a deep breath!
VII. Memory and Health and Wellness

A. The Vital Role of Autobiographical Memory
Chapter 7
1. Autobiographical memories allow us to learn from our experiences because we store

the lessons we learned from life.
2. Autobiographical memories also allow us to understand ourselves. They provide a
person with a sense of identity.
3. Autobiographical memories also play a role in social bonding. They are a way for
people to share of themselves with others. Memories function in social ways as well.
By remembering each other, we show that we matter to each other!
B. Keeping Memory Sharp and Preserving Brain Function
1. Memory can tell us about how the brain is functioning.
2. When people lead lives that are active intellectually and physically, they seem to be
protected against the mental decline typically associated with age.
3. A message from the research on memory: “Use it or lose it!”
C. Memory and the Shaping of Meaningful Experiences
1. Most people have a personal memory that is associated with a meaningful event in
their life.
2. There are also many everyday occurrences that are potentially remarkable and that we
can remember, provided we are actively engaged in them. The processes of attention
and encoding explored in this chapter suggest that this active engagement, or mindful
living, is needed for experiencing—and remembering—everyday life in all of its
richness.
II. Chapter Features

▪ Psychological Inquiry: The Inner Workings of Working Memory
▪ Intersection: Cognitive and Cultural Psychology: How Does Culture Influence Episodic
Memory?
▪ Psychological Inquiry: The Serial Position Effect: Lost in Midstream
▪ Critical Controversy: Can Adults Tell if Children’s Memories Are Accurate?
III. Connections
Assignable Through Assignable Within the Instructor Resources
Connect Chapter
The Nature of Reading Quiz Activity Suggestions:
Memory • Three Processes of
Three Stages of Memory Memory
LO 7.1: (Concept Clip) • Dear Teacher,
Identify the What’s a Memory?
process of Memory, Part I (Video)
memory. PowerPoints
LearnSmart Module
Apply Your Knowledge: #1
Memory Reading Quiz Handouts: 7.1, 7.2 Activity Suggestions:
Encoding • Levels of Processing
Chapter 7
Attention (Concept Clip) Polling Question:7.3 • Imagery

LO 7.2: Explain
how memories NewsFlash: Attention PowerPoints
are encoded. and Life Online
LearnSmart Module
Memory Reading Quiz Psychological Inquiry: Activity Suggestions:
Storage “The Inner Workings of • Sensory Memory
Science of Memory Working Memory” • Long-Term Memory
LO 7.3: Discuss (Video) • Short-Term
how memories Intersection: “Cognitive Memory
are stored. Memory, Part 2 (Video) and Cultural Psychology:
How Does Culture PowerPoints
Sensory Memory Influence Episodic
(Interactive Learning Memory?”
Activity)
Critical Thinking
Working Memory Question: #1
(Interactive Learning
Activity) Handouts: 7.3, 7.4
Chunking and Rehearsal Polling Question: 7.2

(Learning Exercise)
Components of Working
Memory (Learning
Exercise)
Long-Term Memory
(Interactive Learning
Activity)
NewsFlash: Then and

Now Memory
Components of Long-
Term Memory (Learning
Exercise)
Long-Term Memory
Systems (Learning
Exercise)
Structures of the Brain

Involved in Long-Term
Memory (Learning
Exercise)
Chapter 7
LearnSmart Module
Memory Reading Quiz Psychological Inquiry: Activity Suggestions:
Retrieval “The Serial Position • Serial Position
When Eyes Deceive Effect: Lost in Effect
LO 7.4: (Video) Midstream” • Recall and
Summarize Recognize
how memories Crime Eyewitness Critical Controversy: “Can • Flashbulb
are retrieved. (Interactive Learning Adults Tell if Children’s Memories
Activity) Memories Are Accurate?” • Eyewitness
Testimony
Serial Position Effect Critical Thinking
(Learning Exercise) Question: #2 PowerPoints
NewsFlash: The Trayvon Handout: 7.5

Martin Case and Apply Your Knowledge: #2,
Eyewitness Testimony Polling Question: 7.1 #3
LearnSmart Module
Forgetting Reading Quiz Critical Thinking Activity Suggestions:
Question: #1 • Encoding Failure
LO 7.5: NewsFlash: The Science • Prospective
Describe how of Partying: Why Having Memory
the failure of Fun Makes You Forgetful
encoding and PowerPoints
retrieval are Retrieval Failure
involved in (Learning Exercise)
forgetting.
LearnSmart Module
Study Tips Reading Quiz Handout: 7.6 Activity Suggestion:
from the • Mnemonics
Science of LearnSmart Module
Memory
LO 7.6:
Evaluate study
strategies
based on an
understanding
of memory.
Memory and Reading Quiz Activity Suggestion:
Health and • Alzheimer Disease
Wellness Alzheimer’s Disease
(Video)
LO 7.7:
Identify the LearnSmart Module
Chapter 7
multiple
functions of
memory in
human life.
IV. Teaching the Chapter
LO 7.1: Identify the process of memory.

Lecture Outline
Experiencing Psychology: Photographs, Souvenirs, and Mementoes: Memory and Meaning
Memory is a collection of our life.
▪ Joplin, Missouri, tornado in 2011.
▪ Facebook page posting all lost photographs so families devastated by the tragedy could
collect their precious stories.
Memories matter in a larger way—they give meaning to our lives by remembering the past
I. The Nature of Memory
A. Three stages of memory
1. Encoding
2. Storage
3. Retrieval
Suggested Activities
Three Processes of Memory: Have students write down a memory. Next have the students
write down how this memory went through the three stages of encoding, storage, and retrieval.
Go over the examples and discuss them as a class.
Dear Teacher, What’s a Memory?: Have students review the seven perspectives of
psychology. Breaking them into groups, give each group one perspective and have them discuss
how that perspective would define memory. Revisit this exercise as you cover the various
processes in memory.
LO 7.2: Explain how memories are encoded.

Lecture Outline
II. Memory Encoding
A. Attention
1. Selective attention
2. Divided attention
3. Sustained attention
4. Multitasking
Chapter 7
B. Levels of Processing
1. Shallow level
2. Intermediate level
3. Deepest level
C. Elaboration
1. Elaboration is the extensiveness of processing at any of the three levels.
2. Elaboration helps in making a good memory because it adds to the distinctiveness of
“memory codes.”
3. Self-referencing more deeply encodes material.
4. The process of elaboration is also evident in the physical activity of the brain.
D. Imagery
1. Akira Haraguchi in 2005 recited the digits of pi to the first 83,431 decimal places.
2. She used mental imagery to accomplish this large task.
3. Can be used in everyday tasks as well.
4. Dual-code hypothesis.
Levels of Processing: Use Activity Handout 7.1: How Do You See a House as a way to work
through the levels of processing. The students will gain knowledge on how their brains function
as they are encoding information.
Imagery: Use Activity Handout 7.2: The Story of E=mc2 as a way for students to use imagery to
remember information. The students will be writing a story much like the one S. wrote for
remembering an equation. The students should see how using imagery and mnemonics helps in
remembering information.
LO 7.3: Discuss how memories are stored.

Lecture Outline
III. Memory Storage
A. Atkinson-Shiffrin Theory
1. Three systems are involved in memory: sensory memory, short-term memory, and
long-term memory.
B. Sensory Memory
1. Sensory memory holds information only briefly before it is either lost or transferred
to short-term memory.
2. Echoic memory is auditory sensory memory.
3. Iconic memory is visual sensory memory.
4. George Sperling conducted the first research on sensory memory.
C. Short-Term Memory
1. Short-term memory has a limited capacity and usually holds information up to 30
seconds.
Chapter 7
2. The memory span for holding information in short-term memory is 7 bits of

information +2 or –2 bits.
a. Chunking and rehearsal
b. Working memory
i. Phonological loop
ii. Visuospatial working memory
iii. Central executive
iv. Active memory system compared to short-term memory, which is more
passive
D. Long-Term Memory
1. Influence of technology and the Internet on memory
2. Explicit memory
a. Episodic memory
b. Semantic memory
3. Implicit memory
a. Procedural memory
b. Classical conditioning
c. Priming
4. How Memory Is Organized
a. Hierarchies
b. Semantic networks
c. Schemas
d. Connectionist networks
5. Where Memories Are Stored
a. Neurons and memory
i. Long-term potentiation
b. Brain structures and memory functions
i. Use of fMRI
Sensory Memory: Play two lines of a song. Ask students if they heard the song. Next ask
students to write down the lyrics of the song they heard. Students may get some of the words but
not all of them, even though they told you that they did hear it. Next, run a PowerPoint slide
show with 10 slides, each with a different number on it, and run them rather quickly. Have
students write down the numbers they remember seeing. Students will probably remember some
of the numbers but not all of them. Break the students into groups and have them compare their
answers. Go over the correct answers as a class, and discuss how information in sensory
memory, both echoic and iconic, only lasts for a few seconds.
Short-Term Memory: Use Activity Handout 7.3: Chunking as way for students to experience
how chunking works. Students will see how their brains are already set up to chunk information
that is familiar to them.
Chapter 7
Long-Term Memory: Use Activity Handout 7.4: What Type of Memory Is It as a way to give
students experience in learning the various types of long-term memory, and also to see how
memories are organized.
LO 7.4: Summarize how memories are retrieved.

Lecture Outline
IV. Memory Retrieval
A. Serial Position Effect
1. The primacy effect is better recall of information at the beginning of a list.
2. The recency effect is better recall of information at the end of a list.
3. Material in the middle of the list will more likely be remembered if it is extremely
vivid or unusual.
B. Retrieval Cues and the Retrieval Task
1. Recall and recognition
2. Encoding specificity
3. Context at encoding and retrieval
a. Context-dependent memory
C. Special Cases of Retrieval
1. Retrieval of autobiographical memories
a. Reminiscence bump
2. Retrieval of emotional memories
a. flashbulb memories
3. Memory for traumatic events
4. Repressed memories
a. Motivated forgetting
b. Sexual abuse victims
5. Eyewitness testimony
Serial Position Effect: Write a list of 25 groceries on the board. Tell the students that they
should study this list for about 5 minutes. After the 5 minutes have elapsed, either erase or cover
the board and have the students write down as many of the items on the grocery list that they can
remember. Give the students about 5 minutes or so to write down their answers. Next, show
them the original list again and have them compare their answers to the correct list. Ask by a
show of hands how many of them got at least the first 5 items correct, and then ask them how
many of them got at least the last 5 items correct. Discuss with students how the answers they
gave demonstrate the primacy and recency effects.
Recall and Recognition: Break the class into groups, and have them discuss the various exams
that could be given to demonstrate recall and recognition. Students will probably come up with
Chapter 7
essay exams and multiple choice exams the most. Then have them discuss other situations in
everyday life which employ recall and recognition. Discuss as a class some of the examples they
came up with and how their experiences differed between recalling and recognizing.
Flashbulb Memories: Ask students to take about 10–15 minutes and write down everything
they can remember about the where they were on September 11th, 2001, when they heard about
the terrorist attacks. Next, ask students to discuss what they wrote down to see what they
included. Some students may be brief and say where they were. Other students may say more,
such as what they were wearing that day, who was with them, and how they felt. Explain to the
students how a flashbulb memory is like someone taking a picture of them at that point in time,
and in a photo there are many different components to see. Have a class discussion wherein
students volunteer other instances of flashbulb memories they have experienced; have them
discuss what factors contributed to the vividness and durability of these memories.
Eyewitness Testimony: Use Activity Handout 7.5: Were They Really Eyewitnesses as a way to
study the area of eyewitness testimony. Students are to go online and find a case where
eyewitness testimony was false. Have the students discuss, in class, some of the articles they
found. Do a classroom exercise: show students a video clip of a simulated crime, such as a bank
robbery. After they have watched it, ask them various questions, such as what color shirt the
perpetrator was wearing, what color the getaway car was, etc. Write their various answers on the
board (or have a student do it). Then replay the video and let them see what they remembered
correctly or incorrectly. Discuss this as a class.
LO 7.5: Describe how the failure of encoding and retrieval are

involved in forgetting.
Lecture Outline
V. Forgetting
A. Encoding Failure
B. Retrieval Failure
1. Interference
a. Proactive interference
b. Retroactive interference
2. Decay theory
3. Tip-of-the-tongue phenomenon
4. Prospective memory
5. Amnesia
a. Anterograde amnesia
b. Retrograde amnesia
Encoding Failure: Have students write their answers to the following questions.
1. On a U.S. penny, which way does Lincoln’s face point—to the left or to the right?
Chapter 7
2. What is written below Lincoln’s head?

3. What does it say above Lincoln’s head?
4. What is to the right of Lincoln’s face?
This assignment will show students that even though they think that they have encoded
information, they may not have encoded everything. There are errors in encoding information.
Prospective Memory: Break the class up into groups and ask them to discuss and come up with
two examples each of a time-based prospective memory and an event-based prospective
memory. After completing the assignment, have the students discuss with the rest of the class
their examples.
LO 7.6: Evaluate study strategies based on an understanding of

memory.
Lecture Outline
VI. Study Tips from the Science of Memory
A. Organize
1. Study accurate content
2. Organize for easy storage
B. Encode
1. Memorize or effectively encode the content
2. Use imagery
3. Use chunking
C. Rehearse
1. Rehearse the content
2. Test yourself—retrieve the content
3. Sleep and eat well
D. Retrieve
1. Use retrieval cues
2. Be comfortable, take a deep breath, and stay calm!
Mnemonics: Use Activity Handout 7.6: Mnemonic Devices as a way for students to understand
and practice how mnemonic devices work. In this activity students have to come up with their
own mnemonics for various sets of words. They also have to explain what mnemonic devices
they used.
LO 7.7: Identify the multiple functions of memory in human life.

Lecture Outline
VII. Memory and Health and Wellness
Chapter 7
A. The Vital Role of Autobiographical Memory

1. Autobiographical memories allow people to learn from their experiences and store
lessons they learned in life.
2. Autobiographical memories allow people to understand themselves and provide a
source of identity.
3. Autobiographical memories allow people to foster intimacy and create and deepen
social bonds.
4. Memories matter to us in social ways.
B. Keeping Memory Sharp and Preserving Brain Function
1. People who are mentally active have a better chance of not suffering as much from
the symptoms of Alzheimer disease, even when they have it.
2. The message from research on memory: “Use it or lose it!”
C. Memory and the Shaping of Meaningful Experiences
1. People experience many events in everyday life that can make remarkable memories,
but only if their approach to these events is available and engaged.
Alzheimer Disease: Have students do an Internet search to find two to three articles about
patients with Alzheimer disease and whether the patients were mentally active. Ask the students
to write a few paragraphs stating what the patients did for a living and how that may have
affected the severity of their Alzheimer disease.
V. Critical Thinking Questions
1. A person is in an accident and has some sort of brain damage affecting memory. Evaluate
the possibility to relearn previously learned information and learn it faster. What are
some examples of this? Reflect on whether memories ever really gone or simply
forgotten.
2. Should the criminal justice system put so much emphasis on eyewitness testimony? What
are some possible circumstances that could influence eyewitnesses to say they saw
something they really may not have seen?
VI. Polling Questions
▪ Polling 7.1: Remember Me?

Can a memory be forgotten and then remembered? Can a so-called memory be suggested
and then remembered as true? These questions lie at the heart of the memory of
childhood abuse issues and other experienced traumatic events. For a historical
background to prompt deeper discussions, visit:
http://www.apa.org/topics/trauma/memories.aspx. How many of you think that adults
who remember past childhood abuse are telling the truth about the experiences? How
many of you think that adults who remember past childhood abuse are making up these
memories for a hidden motive? Who believes we have enough technology, research, and
information to be able to see memories in the brain? How many would consider using a
Chapter 7
neuroimaging technique to verify whether a person was telling the truth or lying about a
particular traumatic experience?
▪ Polling 7.2: Just Google It!
Without a doubt, technology has changed our world. New research is being conducted on
the influence technology has on our memory. We’ve all been somewhere and someone
asked us a question that we didn’t know the answer to or couldn’t remember. So, what
did you do? Did you google it on your smartphone or use a devise to look up the answer?
Are the days of remembering facts for the sake of pure knowledge over now that we have
instant access to information from our devises? Within the last 3 days, how many of you
have googled (or searched on the Internet) an answer to something that you probably
should have known? Who feels less motivated to remember something now that you can
access that information instantly while on the go? How many of you think that this
method of accessing information (rather than memorizing it) has affected your ability to
do well on a test or in a class? How many of you think that memorization takes too much
time?
Resource: Ambrose, S. H. (2010). Coevolution of Composite‐Tool Technology, Constructive
Memory, and Language. Current Anthropology, 51(S1), S135–S147.
▪ Polling 7.3: Men vs. Women—The Best Multitasker Challenge
Ever wondered who is really better at multitasking? Just about everyone today is
expected to engage in multitasking in one way or another. As we learned about memory,
attention plays a very important role as to what we remember and its accuracy. How
many of you think that multitasking has interfered with your ability to remember some
important detail because you were too busy to stop one task to focus on the other?
Though controversial, there is some research that suggests there are gender differences in
multitasking ability. Who thinks that men are better at multitasking than women? (For
those who don’t poll in, indicate that they would think that women are better multitaskers
than men.) Who thinks they are better at multitasking than their friends or family? (If the
entire class thinks they are better, delve into this overconfidence a bit more.)
Resource: Mäntylä, T. (2013). Gender differences in multitasking reflect spatial ability.
Psychological science, 24(4), 514–520.
VII. Apply Your Knowledge

(Also found at the end of the chapter.)
1. Write down a memory that you feel has been especially important in making you who
you are. What are some characteristics of this self-defining memory? What do you think
the memory says about you? How does it relate to your current goals and aspirations? Do
you think of the memory often? You might find that this part of your life story can be
inspiring when things are going poorly or when you are feeling down?
2. Become a memory detective and explore the accuracy of your own memory for major
events. Think about an event for which you might have a flashbulb memory. You might
choose from a major event in recent history, such as the 9/11 attacks, Hurricane Katrina,
or the Indian Ocean tsunami. Then ask yourself some easily verifiable questions about it,
such as what day of the week did it happen? What time of day? What were the date and
Chapter 7
year? How many people were involved? When you have done your best to answer these
questions, go to the library or go online and check out the facts. Were your memories
accurate?
3. It is sometimes difficult to believe that our memories are not as accurate as we think. To
test your ability to be a good eyewitness, visit one of the following websites:
http://www.pbs.org/wgbh/pages/frontline/shows/dna/
http://www.psychology.iastate.edu/~glwells/theeyewitnesstest.html
Did this exercise change your opinion of the accuracy of eyewitness testimony? Explain.
VIII. Suggested Readings and Media
Suggested Readings
Bower, G. H. (1981). Mood and Memory. American Psychologist, 36, 129–148
Miles, C., & Johnson, A. J. (2007) Chewing gum and context-dependent memory effects: A
Re-Examination. Appetite, 48(2), 154–158.
Piolino, P., Hisland, M., & Ruffeveille, I. (2007). Consciousness and Cognition: An
International Journal, 16(1), 84–101.
Loftus, E. F. (1997). Creating False Memories. Scientific American, 70–75.
Shapiro, L. R. (2006). Remembering September 11th: The role of retention interval and
rehearsal on flashbulb and event memory. Memory, 14(2), 129–147.
Scullin, M. K. (2013). Sleep, memory, and aging: The link between slow-wave sleep and
episodic memory changes from younger to older adults. Psychology and Aging, 28(1),
105.
Berkowitz, S. R., & Javaid, N. L. (2013). It's not you, it's the law: Eyewitness memory
scholars' disappointment with Perry v. New Hampshire. Psychology, Public Policy, and
Law, 19(3), 369.
Pescod, L., Wilcock, R., & Milne, R. (2013). Improving Eyewitness Memory in Police Call
Centre Interviews. Policing.
Restak, R., & Kim, S. (2013). How Puzzles Improve Your Brain: The Surprising Science of
the Playful Brain. Souvenir Press Ltd.
Bowes, A., McCabe, L., Wilson, M., & Craig, D. (2012). Keeping Your Brain Active: The
Activities of People Aged 50–65 Years. International Journal of Geriatric Psychiatry,
27(3), 253–261.
Chapter 7
Burgess, G. C., Gray, J. R., Conway, A. R., & Braver, T. S. (2011). Neural mechanisms of
interference control underlie the relationship between fluid intelligence and working
memory span. Journal of Experimental Psychology: General, 140(4), 674.
Lilienfeld, S. O., & Byron, R. (2013). Your Brain on Trial. Scientific American Mind, 23(6),
44–53.
Wickelgren, I. (2012). Trying to FORGET. Scientific American Mind, 22(6), 33–39.
Piore, A. (2012). Totaling Recall. Scientific American Mind, 22(6), 40–45.
Suggested Media
Discovering Psychology, Part 9: Remembering and Forgetting. (Annenberg/CBS Project, 1990,

30 minutes). Discusses memory formation, forgetting through decay and interference, and
methods for improving memory.
The Brain, Part 5: Learning and Memory. (Annenburg/CBS Collection, 1984, 30 minutes).
Discusses the physiological mechanisms of learning and memory as they relate to an individual
with exceptional memory and an individual with memory loss.
The Nature of Memory. (Films for the Humanities & Sciences, 1998, 26 minutes).
Describes computer models of memory and research on people with amnesia. It also covers the
role that emotions play on memories and how memories can be altered.
http://www.psychdomain.com/2011/09/baddeleys-working-memory-model/(video)
This is a video of Alan Baddeley explaining the development of his working memory
model (Sept. 2011).
http://video.mit.edu/popout/activation-and-information-in-working-memory-and-attention-
13411/
“Activation and information in working memory and attention.” Bradley R. Postle,
recorded 12/5/12.
Chapter 7
http://www.fun-with-words.com/mnem_example.html
This website gives a lot of good examples of mnemonics for a wide variety of subject
areas.
http://www.memory-key.com/
This website has links for many aspects of memory, such as working memory,
autobiographical memory, tip-of-the-tongue, etc. It also has links for many of the
different memory techniques, such as mnemonics, remembering names and faces, etc.
http://www.thememorypage.net/
This website has links for improving your memory and also links for techniques, such as
the Peg Word Method.
http://www.lumosity.com/
A simple online tool to allow anyone to achieve their brain's full potential. Drawing on
the latest neuroscience breakthroughs, Lumosity's brain training games aim to strengthen
attention, memory, and cognitive flexibility.
http://science.howstuffworks.com/life/inside-the-mind/human-brain/human-memory.htm
This site summarizes how the human memory works, along with proving links to other
topics and videos.
Chapter 7
IX. Activity Handouts
Activity Handout 7.1
How Do You See a House?
Think of the word HOUSE. In the spaces provided below, discuss how you would interpret the
word HOUSE through each of the levels, Shallow Level, Intermediate Level, and Deepest Level.
Shallow Level:
Intermediate Level:
Deepest Level:
Chapter 7
The Story of E = mc2
Use the concept of “imagery” to write out a story as a way to remember the equation E = mc2.
Chapter 7
Chunking
Use chunking to divide the following bits of information.
1. issheilagoingtobuythenewphone
2. 1776200119951970179219402007
3. canyouchunktheselettersintowords
4. 5101520253035404
5. 300305310320330340350
Chapter 7
What Type of Memory Is It?
Read each statement below and then state what type of memory is being used or what type of
organizational technique is being used.
1. Susie is baking blueberry muffins and goes through the following steps: she preheats the
oven, mixes all the ingredients in the order in which they are presented, greases the
muffin pan, places the batter in separate cups, places the pan in the oven, and then sets
the timer.
Type of Memory: ___________________
2. In school, John is asked to name the first president of the United States and he answers,
“George Washington.”
Type of Memory: ________________
3. Johanna is giving a speech in her speech class about her most memorable birthday, which
was her sweet sixteen birthday party.
Type of Memory: _________________
4. Thomas is trying to remember various items on a list for Christmas shopping. He

organizes the items in the following way: DVDs for his daughter, PS2 games for his son,
a new microwave for his sister in college, a new TV for his parents, and a new diamond
tennis bracelet for his wife.
Type of Memory: _________________
5. Rebecca goes into a restaurant with her five-year-old niece and sits down. The niece
seems fidgety and wants to eat because she is so hungry. Rebecca explains to her that
they need to wait to order. She knows since this is a not a fast-food restaurant that they
must wait first for the server to bring them some menus. Next they have to give a drink
order and then when the server comes back they need to give him/her their dinner order.
Salads will be brought out, and when they are finished with the salads, their dinners will
be brought to the table. Finally, they will finish their meal with dessert.
Type of Memory: _________________
Chapter 7
Were They Really Eyewitnesses?
Go on the Internet and find at least two articles, print them out, and after reading them answer
the following questions.
1. Where was the eyewitness when the incident occurred? In other words, was the
eyewitness right beside the incident, on the other side of the street, etc.?
2. What time of day did the incident occur: morning, afternoon, or evening? Was it
daylight or dark when the incident occurred?
3. Did the eyewitness know the victim personally?
4. What did the eyewitness say happened?
5. Was the defendant (the person committing the crime) found guilty of the crime?
6. What do you believe really happened? Do you feel as though the defendant was guilty
of committing the crime?
Chapter 7
Mnemonic Devices
Read through the lists below and develop your own mnemonic device for each set of lists.
1. Boat
Paddle
Oar
Water
Seaweed
Motor
Mnemonic:
2. Carrots
Apples
Bread
Milk
Ice cream
Dog food
Cereal
Crackers
Steaks
Bathroom cleaner
Salad dressing
Mnemonic:
3. Cornea
Pupil
Iris
Lens
Retina
Rods
Cones
Fovea
Mnemonic:
Chapter 7
X. Answer Key to Activity Handouts
Activity Handout 7.1 Answer Key
How Do You See a House?
Think of the word HOUSE. In the spaces provided below, discuss how you would interpret the
word HOUSE through each of the levels, Shallow Level, Intermediate Level, and Deepest Level.
Shallow Level:
letters and/or the lines that make up the letters are identified
Intermediate Level:
the word as a whole is recognized
Deepest Level:
associations linked to the word “house” are made
Chapter 7
The Story of E = mc2
Use the concept of “imagery” to write out a story as a way to remember the equation E = mc2.
Correct stories should contain some of the following information:

• mnemonic devices
• a story where each letter represents a name or place
• imagery representing the equal and squared symbols
Chapter 7
Chunking
Use chunking to divide the following bits of information.
1. issheilagoingtobuythenewphone
is sheila going to buy the new phone
2. 1776200119951970179219402007
1776 2001 1995 1970 1792 1940 2007
3. canyouchunktheselettersintowords
can you chunk these letters into words
4. 5101520253035404
5101 5202 5303 5404
5. 300305310320330340350
300 305 310 320 330 340 350
Chapter 7
What Type of Memory Is It?
Read each statement below and then state what type of memory is being used or what type of
organizational technique is being used.
1. Susie is baking blueberry muffins and goes through the following steps: she preheats the
oven, mixes all the ingredients in the order in which they are presented, greases the
muffin pan, places the batter in separate cups, places the pan in the oven, and then sets
the timer.
Type of Memory: _____ procedural (implicit)___
3. In school, John is asked to name the first president of the United States and he answers,
“George Washington.”
Type of Memory: _____ semantic (explicit; declarative)
3. Johanna is giving a speech in her speech class about her most memorable birthday, which
was her sweet sixteen birthday party.
Type of Memory: _____ episodic (explicit; declarative)_
4. Thomas is trying to remember various items on a list for Christmas shopping. He

organizes the items in the following way: DVDs for his daughter, PS2 games for his son,
a new microwave for his sister in college, a new TV for his parents, and a new diamond
tennis bracelet for his wife.
Type of Memory: _____ working memory ___
5. Rebecca goes into a restaurant with her five-year-old niece and sits down. The niece
seems fidgety and wants to eat because she is so hungry. Rebecca explains to her that
they need to wait to order. She knows since this is a not a fast-food restaurant that they
must wait first for the server to bring them some menus. Next they have to give a drink
order and then when the server comes back they need to give him/her their dinner order.
Salads will be brought out, and when they are finished with the salads, their dinners will
be brought to the table. Finally, they will finish their meal with dessert.
Type of Memory: ______ implicit ___________
Chapter 7
Were They Really Eyewitnesses?
Go on the Internet and find at least two articles, print them out, and after reading them answer
the following questions.
1. Where was the eyewitness when the incident occurred? In other words, was the
eyewitness right beside the incident, on the other side of the street, etc.?
2. What time of day did the incident occur: morning, afternoon, or evening? Was it
daylight or dark when the incident occurred?
3. Did the eyewitness know the victim personally?
4. What did the eyewitness say happened?
5. Was the defendant (the person committing the crime) found guilty of the crime?
6. What do you believe really happened? Do you feel as though the defendant was guilty
of committing the crime?
Correct answers should contain some information regarding the inaccuracy of

eyewitness testimony including distortion and bias.
Chapter 7
Mnemonic Devices
Read through the lists below and develop your own mnemonic device for each set of lists.
1. Boat
Paddle
Oar
Water
Seaweed
Motor
Mnemonic:
2. Carrots
Apples
Bread
Milk
Ice cream
Dog food
Cereal
Crackers
Steaks
Bathroom cleaner
Salad dressing
Mnemonic:
3. Cornea
Pupil
Iris
Lens
Retina
Rods
Cones
Fovea
Mnemonic:

Science of Psychology An Appreciative View 3rd Edition King Solutions Manual Download

Uploaded by

Copyright:

Available Formats

You might also like

Science of Psychology An Appreciative View 3rd Edition King Solutions Manual Download

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science of Psychology An Appreciative View 3rd Edition King Solutions Manual Download

Uploaded by

Copyright:

Available Formats

Chapter 7

Solution Manual: https://testbankpack.com/p/solution-manual-for-

Test Bank: https://testbankpack.com/p/test-bank-for-science-of-

LO 7.1: Identify the process of memory.

King, The Science of Psychology, 3e IM-7 | 1

IX. Activity Handouts

I. The Nature of Memory

II. Memory Encoding

King, The Science of Psychology, 3e IM-7 | 2

III. Memory Storage

King, The Science of Psychology, 3e IM-7 | 3

▪ The third system is long-term memory, where information is stored for up to a

King, The Science of Psychology, 3e IM-7 | 4

King, The Science of Psychology, 3e IM-7 | 5

King, The Science of Psychology, 3e IM-7 | 6

d. The cerebellum is involved in the implicit memories required to perform

IV. Memory Retrieval

King, The Science of Psychology, 3e IM-7 | 7

b. On the most abstract level of autobiographical memories are memories of lifetime

King, The Science of Psychology, 3e IM-7 | 8

King, The Science of Psychology, 3e IM-7 | 9

3. Event-based prospective memory occurs when a person intends to do something that

VI. Study Tips from the Science of Memory

VII. Memory and Health and Wellness

King, The Science of Psychology, 3e IM-7 | 10

1. Autobiographical memories allow us to learn from our experiences because we store

II. Chapter Features

King, The Science of Psychology, 3e IM-7 | 11

Attention (Concept Clip) Polling Question:7.3 • Imagery

Chunking and Rehearsal Polling Question: 7.2

NewsFlash: Then and

Structures of the Brain

King, The Science of Psychology, 3e IM-7 | 12

NewsFlash: The Trayvon Handout: 7.5

King, The Science of Psychology, 3e IM-7 | 13

IV. Teaching the Chapter

LO 7.1: Identify the process of memory.

LO 7.2: Explain how memories are encoded.

King, The Science of Psychology, 3e IM-7 | 14

LO 7.3: Discuss how memories are stored.

King, The Science of Psychology, 3e IM-7 | 15

2. The memory span for holding information in short-term memory is 7 bits of

King, The Science of Psychology, 3e IM-7 | 16

LO 7.4: Summarize how memories are retrieved.

King, The Science of Psychology, 3e IM-7 | 17

LO 7.5: Describe how the failure of encoding and retrieval are

King, The Science of Psychology, 3e IM-7 | 18

2. What is written below Lincoln’s head?

LO 7.6: Evaluate study strategies based on an understanding of

LO 7.7: Identify the multiple functions of memory in human life.

King, The Science of Psychology, 3e IM-7 | 19

A. The Vital Role of Autobiographical Memory

VI. Polling Questions

▪ Polling 7.1: Remember Me?

King, The Science of Psychology, 3e IM-7 | 20

VII. Apply Your Knowledge

King, The Science of Psychology, 3e IM-7 | 21

VIII. Suggested Readings and Media

Type of Memory: ___ procedural (implicit)_

Type of Memory: ___ working memory _

Type of Memory: implicit _____