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Chapter 7
CHAPTER SEVEN: MEMORY

Chapter Overview
Chapter Features
Connections
Teaching the Chapter
a. Lecture Outlines by Section
b. Suggested Activities
Critical Thinking Questions
Polling Questions
Apply Your Knowledge
Suggested Readings and Media
Activity Handouts
Answer Key to Activity Handouts
Chapter Objectives
7.1: Identify the process of memory.
7.2: Explain how memories are encoded.
7.3: Discuss how memories are stored.
7.4: Summarize how memories are retrieved.
7.5: Describe how the failure of encoding and retrieval are involved in forgetting.
7.6: Evaluate study strategies based on an understanding of memory.
7.7: Identify the multiple functions of memory in human life.
Chapter Overview
The Ubiquitous Selfie, Memory, and Meaning
 It is estimated that over one million selfies are taken each day (Bennett, 2014).
People want to capture a moment of me-ness when they are visiting a national
park or simply walking in a park. Every selfie is a reflection of a moment of the
self, as it once was.
 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.
King, The Science of Psychology, 4e IM-7 | 1
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Chapter 7
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.
3. Sustained attention (also called vigilance) 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 and playing on their
phone during lecture is related to learning less course material. Research also
demonstrates that pens and notebooks produce better memory for material than
taking notes on a laptop.
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 label.
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 refers to the formation of a number of different connections around a
stimulus at any level of processing. It is similar to creating a spider web of links
between some new information and what one already knows.
2. At the shallow level of processing, a person might think about the shapes of the
letters in a word and how these shapes relate to shapes of other letters. At a deeper
level of processing, a person might add meaning to the stimulus by coming up
with an example or image of it.
3. The more elaborate the processing, the better the memory will be. Deep elaborate
processing is a powerful way to remember.
4. In a way, when we elaborate on material we are in fact memorizing it without
trying to memorize it. 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.
Chapter 7
5. Relating materials to your own experience, self-referencing, is another effective

way to elaborate on information. This process creates links between aspects of
your own life and new information.
6. Researchers have linked the process of elaboration with brain activity. Greater
elaboration of information is linked to neural activity, especially in the brain’s left
frontal lobe and hippocampus.
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 and retained over time.
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.
 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 up to several seconds.
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. It is retained for up to several
seconds.
5. Iconic memory is visual sensory memory. It is retained for about ¼ of a second.
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.
Chapter 7
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.
b. Chunking involves grouping amounts of information larger than the 7 bits +2
or –2 of memory span into higher-order, single units.
c. Rehearsal involves repeating information over and over again as a way to
remember it. It is often verbal, but can also be visual or spatial.
d. 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. Unlike short-term memory, the capacity of working memory is 4 bits +1 or -1, or
3 to 5 chunks.
d. The first part is the phonological loop, which stores speech-based information
about the sounds of language. It includes an acoustic code and rehearsal.
e. The second part is called visuo-spatial sketchpad, which stores visual and spatial
information, including visual imagery.
f. The capacity of the phonological loop and visuo-spatial sketchpad are limited.
They function independently and can be used concurrently for separate tasks.
g. The third part is called the central executive, which combines information from
the phonological loop and visuo-spatial sketchpad. It also integrates information
from long-term memory. The central executive also has a limited capacity.
h. The concept of working memory can help us identify students at risk for academic
underachievement and has been beneficial in the early detection of Alzheimer
disease.
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.
Chapter 7
b. The person known as H.M. provides a dramatic example of the distinction

between explicit memory and implicit memory.
c. 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. Permastore memory refers to
the portion of learning that appears to stay with the person forever without
rehearsal.
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
each of those steps. However, after you have been driving for a while, 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.
Schemas and connectionist networks are two theories of how long-term
memory is organized.
b. 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. A script is a schema for
an event which can help us figure out what is happening around us.
c. Connectionism, also called 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
Chapter 7
form one memory. This theory proposes that the strength of synaptic
connections are the fundamental bases of 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. More recent research
suggests that memories are states of brain activity, recreating the brain’s function
when experiences first took place (Moscovitch & others, 2016).
8. Neurons and Memory
a. Researchers today believe that memories are located in specific sets or circuits
of neurons. Larry Squire 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.
c. Long-term potentiation states that if two neurons are activated at the same
time, the connection between them and thus the memory may be strengthened.
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.
c. The amygdala plays a role in emotional memories.
d. The cerebellum is involved in the implicit memories required to perform
various skills.
e. Various areas of the cerebral cortex, such as the temporal lobes and
hippocampus, function in priming.
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. These
items tend to be rehearsed more and/or receive more elaborate processing than
items later in the list.
3. The recency effect is better recall for information at the end of a list. These items
may be easier to recall because they are still in working memory or were more
recently encountered than items earlier in the list.
4. Information that is in the middle of a list is less likely to be forgotten if it is
extremely vivid or unusual.
Chapter 7
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. The presence or absence of good cues and the retrieval task required are factors
which help to distinguish recall and recognition.
2. 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.
3. 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.
 False memories occur when people remember something that never actually
happened.
1. Retrieval of Autobiographical Memories
a. Autobiographical memories are a form of episodic memory of a person’s life
experiences.
b. The reminiscence bump refers to the effect that adults tend to remember more
events from their second and third decades of life than other decades.
c. On the most abstract level of autobiographical memories are memories of life time
periods.
d. The middle level consists of general events.
e. The most concrete level consists of event-specific knowledge.
f. When people tell their life stories, all three levels are usually present and
intertwined.
g. 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.
Chapter 7
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 signaled by the amygdala 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. According to psychodynamic theory, repression is a defense mechanism by
which a person is so traumatized by an event that he or she forgets it and then
forgets the act of forgetting.
b. Repression is a special form of motivated forgetting. With motivated
forgetting, the memory is so painful that remembering it is not tolerable.
c. Cognitive 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. Distortion, bias, and inaccuracy in memory are important factors to consider in
eyewitness testimony.
c. It is estimated that 75,000 people in the United States are asked to identify
suspects, and estimates are that these identifications are wrong one-third of the
time (Pezdek, 2012).
d. 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.
e. Eyewitness testimony remains an important piece of evidence and improving the
validity of this is a critical goal. Law enforcement officials are applying
Chapter 7
psychological research such as the use of double-blind procedures 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 earlier disrupts the remembering of material
learned later, it is called proactive interference. Old information gets in the way of
remembering new information.
2. When information that was learned later disrupts the remembering of material
learned earlier, it is called retroactive interference. New information gets in the way
of remembering old information.
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 phenomenon 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 includes memory for intentions. It includes timing (when) and
content (what).
2. Time-based prospective memory is when a person intends to do something after a
specified amount of time has passed.
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
Chapter 7
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. H.M. suffered from
anterograde amnesia.
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.
4. Use these strategies early and often.
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
1. Autobiographical memories allow us to learn from our experiences because we store
the lessons we learned from life.
Chapter 7
2. Autobiographical memories also allow us to understand ourselves. They provide a

person with a sense of identity. Research demonstrates that the type of
autobiographical memory may be related to well-being.
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.
Chapter Features
 Critical Controversy: Why is the Pen Superior to the Keyboard?
 Psychological Inquiry: The Inner Workings of Working Memory
 Psychological Inquiry: The Serial Position Effect: Lost in Midstream
 Intersection: Consciousness and Cognitive Psychology: Can Mindfulness Meditation
Increase Susceptibility to False Memories?
Connections
Assignable Through Assignable Within the Instructor Resources
Connect Chapter
The Nature of Reading Assignment: The Activity Suggestions:
Memory Nature of Memory • Three Processes of
Memory
LO 7.1: Concept Clip: Three • Dear Teacher,
Identify the Stages of Memory What’s a Memory?
process of
memory. Video: Memory, Part 1 PowerPoints
Apply Your Knowledge: #1

Memory Reading Assignment: Critical Controversy: Activity Suggestions:
Encoding Memory Encoding “Why is the Pen Superior • Levels of Processing
to the Keyboard?” • Imagery
Chapter 7
LO 7.2: Explain Concept Clip: Attention

how memories Handouts: 7.1, 7.2 PowerPoints
are encoded. NewsFlash: Attention and
Life Online Polling Question: 7.3
Memory Reading Assignment: Psychological Inquiry: “The Activity Suggestions:
Storage Memory Storage Inner Workings of Working • Sensory Memory
Memory” • Long-Term Memory
LO 7.3: Discuss Video: Science of • Short-Term Memory
how memories Memory
are stored. Critical Thinking Question: PowerPoints
Video: Memory, Part 2 #1
Handouts: 7.3, 7.4
Polling Question: 7.2

Memory Reading Assignment: Psychological Inquiry: “The Activity Suggestions:
Retrieval Memory Retrieval Serial Position Effect: Lost • Serial Position Effect
in Midstream” • Recall and
LO 7.4: NewsFlash: Flaws in Recognize
Summarize Eyewitness Memory Intersection: • Flashbulb Memories
how memories Consciousness and • Eyewitness
are retrieved. Cognitive Psychology: Can Testimony
Mindfulness Meditation
Increase Susceptibility to PowerPoints
False Memories?
Critical Thinking Question: Apply Your Knowledge: #2,

#2 #3
Handout: 7.5
Polling Question: 7.1

Forgetting Reading Assignment: Critical Thinking Question: Activity Suggestions:
Forgetting #1 • Encoding Failure
LO 7.5: • Prospective
Describe how NewsFlash: The Science Memory
the failure of of Partying: Why Having
encoding and Fun Makes You Forgetful PowerPoints
retrieval are
involved in
forgetting.
Study Tips Reading Assignment: Handout: 7.6 Activity Suggestion:
from the Study Tips from the • Mnemonics
Science of Science of Memory
Memory
LO 7.6:
Evaluate study
Chapter 7
strategies
based on an
understanding
of memory.
Memory and Reading Assignment: Activity Suggestion:
Health and Memory and Health and • Alzheimer Disease
Wellness Wellness
LO 7.7: Video: Alzheimer Disease

Identify the
multiple
functions of
memory in
human life.
Teaching the Chapter

LO 7.1: Identify the process of memory.
Lecture Outline
The Ubiquitous Selfie, Memory, and Meaning
Memory is a collection of our life.
 It is estimated that over one million selfies are taken each day (Bennett, 2014).
 People want to capture a moment of me-ness when they are visiting a national park or
simply walking in a park.
 Every selfie is a reflection of a moment of the self, as it once was.
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.
Chapter 7
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
B. Levels of Processing
1. Shallow level
2. Intermediate level
3. Deep 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 number of
pathways we create that can help us to retrieve the information.
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.
Chapter 7
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.
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. Visuo-spatial sketchpad
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. Schemas
b. Connectionist networks
5. Where Memories Are Stored
a. Neurons and memory
i. Long-term potentiation
b. Brain structures and memory functions
i. Location determined by function
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
Chapter 7
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.
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 principle
3. Context at encoding and retrieval
a. Context-dependent memory
C. Special Cases of Retrieval
1. False memories
2. Retrieval of autobiographical memories
a. Reminiscence bump
b. The three levels of autobiographical memories include life time periods, general
events, and event-specific knowledge.
3. Retrieval of emotional memories
a. Flashbulb memories
4. Memory for traumatic events
5. Repressed memories
a. Repression
b. Motivated forgetting
c. Discovered memories
d. Sexual abuse victims
Chapter 7
6. 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
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
Chapter 7
a. Proactive interference
b. Retroactive interference
2. Decay theory
3. Tip-of-the-tongue phenomenon
4. Prospective memory
a. Time-based
b. Event-based
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?
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
Chapter 7
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
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's 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's Disease: Have students do an Internet search to find two to three articles about
patients with Alzheimer's 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's disease.
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 are ever really gone or simply
forgotten.
Chapter 7
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?
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
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.)
Chapter 7
Resource: Mäntylä, T. (2013). Gender differences in multitasking reflect spatial ability.

Psychological science, 24(4), 514–520.
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 Sandy, or
the earthquake in Haiti. 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 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.
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.
Chapter 7
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.
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.
https://www.youtube.com/watch?v=yL2ul2bR0Ok
Chapter 7
This is a video of Alan Baddeley discussing his article, “Working Memory: Theories,
Models, and Controversies.”
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.
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
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 of processing, 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.
Mnemonic:
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
Chapter 7
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 of processing, 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
Activity Handout: 7.2 Answer Key
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; nondeclarative)___
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: ____procedural (implicit; nondeclarative) (schemas; script)__________
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.
Mnemonic:
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
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Täten Kauppinen puuhaeli ja rakenteli, sai kartanonsa tavaralla

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III.
Joutui joulu-aika iloinensa leikkinensä, ensimmäinen sen jälkeen,

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Kauppinen muutti omaan kartanoonsa.
Vanhanen tarvitsi Tahvanan ajajain varalle vähän enemmän

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Kauppinen istui kammarissaan, käski Vanhalan isäntää istumaan

ja läksi toimittamaan, mitä ostaja halusi. Kohta hän palasikin, tuoden
kaksi paperipussia ja ison rinkelirihman paljaana.
Vanhanen yritti avaamaan kukkaroansa.
"Ei, hyvä isäntä, en minä pyhänä rahaa ota; tulkaa huomenna

maksamaan, niin samalla saatamme sitte katsella kirjatkin ja tehdä
luvut."
"No, sama tuo minusta on", virkkoi Vanhanen, otti tavarat, sanoi
jäähyväset ja astui kotiinsa, tapaamatta ketään matkalla.
Seuraavana päivänä Vanhanen meni jo aikaisin aamupäivästä tilin

teolle taikka oikeastaan, kuulemaan, miten paljo hänellä oli
Kauppisella saamista asunnosta, töistä, hirsistä ja paljosta muusta,
mitä hänelle oli myöty.
Kauppinen otti isännän hyvin kohteliaasti vastaan puodissa, vei

puotikammariin ja pyysi istumaan, toi paperossia ja yritti tarjoamaan
ryyppyäkin, mutta sen esti Vanhanen, sillä sitä hän ei ollut
ennenkään ottanut useammin kuin kahdesti koko ijässään
vatsanpurun lääkkeeksi; eikä muuten koko sillä seudulla ollut
muitakaan sen suurempia juoppoja siitä asti, kuin Kauppisen
kirvestyössä olleet pohjalaiset työn loputtua läksivät tiehensä, ja he
juuri olivat miesmuistiin ensi kerran kylää häirinneet juopuneen
rähinällä.
"Niin no, tehtäisiinkö ne sitte asiat selväksi?" alkoi viimein isäntä,

kun Kauppinen puhui vain muista asioista eikä näyttänyt
muistavankaan luvun tekoa.
"Vielähän nuo sentään ehdittäisiin toistekin, vaan kun tehdään,

niin on tehty, eikä sitte ole enää muistelemista."
Hän avasi kirjansa, katseli sitä kauan, ei kuitenkaan laskevan

tavalla, asiat kun jo olivatkin edeltä päin valmiiksi lasketut, ja virkahti
viimein vähän epävarmalla äänellä:
"Niin tässä nämä numerot näyttävät, että olette velkaa sata

viisikolmatta markkaa."
Vanhanen ällistyi, niin odottamaton se uutinen oli.
"Mi mitä? Velkaako! Ei, saamista minulla pitäisi olla. Vai sanoitteko
erehdyksestä velaksi?"
"En minä kauppa-asioissa koskaan erehdy."

"No, nytpä kumma! Minäkö velkaa teille? Entäs tuvan voura koko
ajalta, kuin olitte meillä?"
"On se tähän merkitty: viisitoista markkaa."
"Mutta se on liian vähä, ainakin viisikymmentä markkaa pitäisi

panna, kun oli valmis punkin."
"En minä maksa enempää kuin viisitoista. Hyvä on teille sekin;

muutenhan ette olisi tuvastanne saaneet mitään, tyhjänä kun olisi
ollut."
"Entäs kiven veto ja hirret ja työ?"
"On nekin pantu kirjaan, ja voit ja lihat."
Ja Kauppinen luetteli kaikki, josta hänen oli maksettava

Vanhaselle.
"Ja summa on kaikkiaan sata yksitoista markkaa neljäkymmentä
penniä.
"Kyllä sitä saamista pitäisi olla enempi minun muistellakseni. Mutta

vaikkapa olisi vain senkin verta, niin mitenkäs ihmeen tavalla minä
sitte velassa olen?
"Niin, teillä on ottoja vielä enempi: Kaksisataa kuusineljättä

markkaa ja viisikahdeksatta penniä."
"Jopa se on vielä ihmeempi ihme", kummasteli Vanhanen, oltuaan

hämmästyksestä hyvän aikaa vaiti. "Mitä kummaa minä olen teiltä
ottanut niin paljon? Luetelkaapas kaikki ne otot."
"Tämäpä on hyvin pitkä rätinki. Ettekä te itse olekaan ottanut
kaikkea."
Mutta kun Vanhanen mitään vastaamatta istui vain ääneti ja yhä

kummastuksissaan odotteli tarkempaa selkoa, ryhtyi Kauppinen
luettelemaan ja ilmoitti ensin erikseen itsensä isännän otot puhtaana
rahana ja tavarana sekä kysäsi:
"Ovatko nämä nyt oikein?"
Vanhanen tunnusti muut, paitsi ei sanonut muistavansa yhtä

kolmenkymmenen markan rahaottoa, varsinkaan kuin hän ei ollut
kauppiaan ilmoittamana ottoaikana mihinkään rahaa tarvinnut.
"Kyllä se on teille annettu sekin; mitenpä se muuten olisi kirjaan

tullut", vakuutti Kauppinen, keskeyttäen enemmät vastustelut, ja
alkoi luetella emännän ja tyttären ottoja: pumpulipalttinaa, karttuunia,
hirsryynejä, parasta saippuaa, verkaa (mekoiksi, jotka Kauppisen
vaimo oli ommellutkin) ja kaikenlaista muuta rihkamaa, jonka
olemassa olosta Harjulan kylässä ei ollut ennen Kauppisen tuloa
ollut aavistustakaan, Tosin oli Vanhanen nähnyt tyttärellään joskus
kauniin rintaneulan huivissa tai hopeoidun sormustimen sormessa,
mutta hän, samoin kuin emäntäkin, oli vakuuttanut saaneensa ne ja
muut samanlaiset korut Kauppisen vaimolta.
"Eikö sitä lahjaksi annettu?" kysyi tuon tuostakin Vanhanen

Kauppisen lukiessa.
"Ei, hyvä isäntä, ei minun kannata mitään antaa lahjaksi; raha

minunkin pitää maksaa kaikesta. Ei tässä tule puhettakaan lahjasta."
"Mutta lahjaksi niitä ainakin on tarjottu, eikä meidän emäntä
sentään niin hullu ole, että menisi tuollaista ostamaan. Pyyhkikää
vain pois ne!"
"Ei kannata, ei kannata."
"Mutta minä en maksa niitä."
"Mennään sitte oikeuteen. Ja kun te kerran tunnustatte saaneenne

tavarat, niin kyllä ne tuomitaan maksettavaksikin."
"Nytpä kummissa käsin ollaan! Miten tästä nyt sitte oikein

selvitäänkään?"
"No, se ei mikään konsti eikä silmänkirja ole. Pistäkää vain

nimenne tuohon paperiin noin poikittain. Vai ettekö osaa kirjoittaa?
— Kalle!" huusi hän puodin ovesta, "kutsupas se päiväläis-Jussi ja
tule itsekin hänen kanssansa tänne kammariin! — Niin, tämä on vain
tuollainen pieni sadan viidenkymmenen markan velkakirja kuudeksi
kuukaudeksi."
"Sata viisikolmattahan sanoitte velkaa olevan. Miksi sitte puoli

toista sataa?"
"No, tällaisia papereja periessä ei sitte makseta enää mitään

korkoa; sen tähden pitää panna sen vertaa runsaammin jo edeltä
päin. — Kas niin, tässä on pieni velkakirja, mutta kun tämä isäntä ei
osaa itse kirjoittaa nimeään, niin kirjoita sinä, Kalle, ja pankaa
molemmat nimenne todistajiksi. Piirrättehän toki puumerkkinne? ei
sen hyvyydestä lukua ole."
Näin puhuen yhteen jatkoon taukoomatta, että Vanhanen ei

saanut vähääkään vuoroa, joudutti Kauppinen paperin tekoa
lailliseen kuntoon sekä käski viittaamalla pois palvelijansa, joista
renki olikin vain päiväläisen nimellä, että paremmin kelpaisi ainiaan
todistajaksi.
"Nyt on välit selvillä. No niin, eikä tällä paperilla niin pahaa kiirettä
ole, vaikka se onkin tehty kuudeksi kuukaudeksi. Kunhan pidätte
mielessänne joskus, milloin sopii."
Ja Kauppinen pisti vekselin laatikkoonsa.
Vanhanen läksi pahoillansa astua juntustamaan kotiinsa, ajatellen

itsekseen:
"Eipä se Kylänpään Sakari tainnut ollakaan ihan väärässä, kun

pelkäsi puodin tuloa liian lähelle. Menenköhän kertomaan hänelle
koko asian? Mutta en menekään. Hän vain sanoisi: enkös jo
varoittanut? Ja sitte sellainen häpeä: velkaa Vanhalan isännällä, joka
toki on aina tähän asti tullut toimeen omillaan. — Ihme ja kumma,
mikä niistä rihkamista karttuu summaa. Liian lähellä tosiaan olivatkin
toisessa tuvassa. Ja sitte vielä ilkeävätkin ottaa maksua, vaikka itse
lahjaksi tarjoilevat! Senkin petturit! — Eihän tuo nyt vielä talo mene
puolen toista sadan tähden. Mutta pahaan aikaan sattuu se maksu,
juuri silloin, kuin itsekin alettaisiin tarvita kiireimpiin töihin. Ei, loppu
tästä pitää tulla puodissa juoksemisesta ja nyt ihan kerrassaan. Enkä
minäkään olisi ottanut sieltä rahaa, joll'en olisi luullut olevani
saamassa, kuten hän aina vakuuttikin."
Nyt hän jo astui porstuaan ja tupaan sekä julisti, että Kauppilasta

ei enää kukaan saanut ottaa mitään hänen tietämättänsä, ei
lahjaksikaan, koska entisistäkin lahjoista oli maksu otettu ja sillä
tavalla peijattu koko taloa.
Ei hänellä kuitenkaan ollut rohkeutta sanoa edes vaimolleenkaan,
että nyt oltiin ensi kerran velassa. Emäntähän olisi sitä vielä
vähemmin käsittänyt kuin isäntä itse eikä hänkään nyt enää olisi
ulkoa päin muistanut luetella kaikkia ottoja, kuu niitä oli niin paljo.
Siihen se asia jäi tällä kertaa Vanhalassa tarkemmin

selvittelemättä, olivatko kaikki Kauppisen kirjaan merkityt otot
tosiaankin otetut vaiko ei ja olivatko edes kaikki annotkaan tarkkaan
luvussa. Kukapa sen osasi taata, kun ei omaan muistiin ollut
luottamista niin pitkältä ajalta.
Yhtään paremmin ei käynyt muidenkaan isäntien luvunteko

Kauppisen kanssa. Tosin velkasummat olivat paljon pienemmät,
mutta jok'ainoa heistä kuitenkin jäi velkaan ja piirsi merkkinsä
tuollaiseen vekseli-velkakirjaan, kuka minkin verran vastustellen.
Yksitellen he olivat kaikki käyneet luvuilla ja yksitellen he myöskin
pitivät velkansa häpeänään ja salaisuutenaan, ja tuo sama häpeä se
heitä esti jyrkemmästi vastustamasta Kauppisen vaatimuksia ja
keräjiin menon uhkauksia, kun he näet ennemmin kärsivät jonkun
verran vahinkoakin, kuin päästivät asiataan oikeuteen asti, jossa
käynyt tai käytetty mies oli kaikkein Harjulan kyläläisten mielestä
melkein kuin puoleksi kunniansa menettänyt. Tästä syystä pysyivät
nämä kunkin omat asiat Kauppisen eduksi salassa ja kätkössä.
IV.
Viisi vuotta oli kulunut ja Kauppinen sill'aikaa jo päässyt rikastumisen

alkuun, ei kuitenkaan niin hyvästi, kuin hän oli toivonut, eikä
myöskään niin sukkelasti, kuin alussa näytti. Ja sen hidastuksen
syynä oli taaskin sama Kylänpään Sakari.
Tuo kaikkien Kauppisen asioihin joutuneiden velkautuminen
suuremmassa tai vähemmässä määrässä ei näet ajan pitkään
pysynyt salassa Sakarilta. Hän urkki urkkimistaan tietoja ja sai ensin
yhden, sitte toisen ja vähitellen kaikki muut paitsi Vanhasen
ilmoittamaan asiansa hänelle, ja silloin Sakari heti ryhtyi
mietiskelemään pelastuskeinoja, eikä niiksi hänen mielestään
kelvannut mikään muu kuin ensin entisten asiain suorittaminen ja
sitte pysyminen erillään koko Kauppisesta.
Mutta sepä olikin helpompi toivoa kuin toteuttaa. Sillä Kauppinen

piti niistä kiinni, jotka kerran oli köysiinsä saanut, vaikka
höllempäänkin.
Viimein Sakari kuitenkin luuli keksineensä keinon, kutsui kokoon

muutamia isäntiä, joilla oli vähin velkaa, ja kehoitti heitä maksamaan
kaikkea kerrassaan kuitiksi, vieläpä antoi itsekin rahaa lainaksi niille,
jotka suostuivat olemaan ottamatta enää velkaa. Toisia sitä vastoin,
joilla oli suuremmat velkasummat, hän neuvoi pitämään ne tarkasti
muistissaan, että ne eivät enää pääsisi kasvamaan, vaan pikemmin
lyhenisivät vähän kerrassaan. Hän myöskin huomautti heille, miten
kasattukeot olivat hävinneet heidän pelloiltansa ja miten kohta oli
häviävä kasvavakin vilja, jos vain ei ajoissa katsottu eteensä eikä
katkaistu kauppatavaran tulvaa.
Kauppinen puolestaan ponnisteli kaikin voimin. Kun ei yksi naula

vetänyt, löi hän aina toisia: hankki yhä uusia tavaroita, jotka
outoudellaan viehättivät, toi muun muassa puuastioitakin koko
kuormittain Venäjältä, möi niitä alussa huokeammasta sekä kehui ja
selitteli, että suottahan oli aikaa tuhlata sellaisten tekoon kotona,
koska kerran hänellä oli sievempiä ja niin perin mitättömästä
polkuhinnasta.
Kuitenkin onnistui Sakarin selvittää isäntiä aivan vapaiksi, vaikka
häneltä tosin siinä puuhassa omaltakin pelloltaan kasattukeot
vähenivät, ei kuitenkaan rahan puutteesta, vaan sen tähden, että
hän niillä mieluisemmin suoritteli toisten asioita kuin puhtaalla
rahalla.
Pahimmin oli kiinni Vanhalan isäntä. Hän ei ollut jaksanut

määräaikana suorittaa ensimmäistä vekselivelkaansa, vaan pakosta
pyytänyt Kauppista odottamaan, johon kauppias kuitenkin oli
suostunut ainoastaan sillä ehdolla, että isäntä kirjoitti puumerkkinsä
uuteen kahdensadan markan paperiin.
Tämän Vanhalan talon oli Kauppinen valinnut varsinaiseksi

uhrikseen sitte, kuin yhä useampia muita isäntiä livahti häneltä irti.
Pakko se oli hänelläkin olevinaan tuo Vanhasen velkauttaminen, sillä
täytyihän hänen tavalla tai toisella saada itselleen luja jalansija
paikkakunnalla, ja sen tähden hän katsoi itselleen mukavimmaksi
koettaa saada haltuunsa juuri sitä taloa, jonka maalla hänen valmis
kartanonsa oli, eikähän sitä varten mikään ollut helpompi keino kuin
saattaa ensin isäntä velkaan ja sitte pakottaa hänet antamaan
talonsa tai puoli siitä velan maksuksi.
Vähitellen oli Vanhanenkin jo arvannut Kauppisen oikeat aikeet ja

ruvennut ponnistelemaan vastaan. Mutta nytpä olikin jo velka yhäti
uudistellessa kasvanut koko puoleksi kahdeksatta sadaksi markaksi
eli viidessä vuodessa viisin, jopa kuusinkin kertaiseksi
alkuperäisestä summasta, vaikka tavallisen korkolaskun mukaan
kuluu toistakymmentä vuotta ennen kuin summa kasvaa edes
kaksinkertaiseksikaan.
Vanhanen koetti säästää ja kituuttaa, mutta turha vaiva. Viidessä

vuodessa oli käsityö ehtinyt jo unhottua naisväeltä, ja
vastenmielistäpä oli miehistäkin istua yökaudet veistellä
kalkuttelemassa. Niinpä kaikesta voista ja muusta, kuin Kauppiselle
vietiin, aina oli ottamistakin, että velan eteen ei joutanut penniäkään.
Tästäkös Vanhaselle vähitellen hätä käteen! Jo alkoi isännän

tukka harmaantua ja hänen mielessään kummitella talottomaksi
joutumisen häpeä ja kurjuus.
Viimein hän läksi hätäänsä valittamaan Kylänpään Sakarille. Saiko

hän sieltä apua vai muutenko vain huoli tuli jaetuksi kahden
kannettavaksi, mutta ei Matin kasvoissa sieltä palatessa enää
näkynyt tuota synkkää juroutta, joka niitä oli viime aikoina
kolkostuttanut. Reippaammalla mielellä hän myöskin ryhtyi työhön ja
jäi rauhallisemman odottelemaan, mitä oli tuleva.
Seuraavana velan uudistusaikana Matti Vanhanen ei enää

mennytkään kauppiasta pokkuroimaan. Kauppinen sitä oudostellen
astui itse Vanhalaan kysymään, miten asia nyt oli niin kokonaan
unohtunut.
"En minä enää pane puumerkkiäni mihinkään paperiin", vastasi

Vanhanen lyhyeen.
"No, maksakaa sitte pois velkanne."
"En minä maksakaan."
"Minun sitte täytyy hakea se."
"Hakekaa vain."
"Myökää minulle sovinnolla puoli talostanne."

"En minä toki niin hullu ole."
"No, sitte minun täytyy myöttää kaikki tyyni, maat ja mannut

kerrassaan."
"Parempi sekin minulle"
Nyt ei Kauppinen enää käsittänyt Vanhalan isännän ajatuksia

ollenkaan. Miten hänen oli parempi panna koko talonsa menemään
kuin saada puolella asiansa kuitiksi? "Mutta samapa se", arveli hän,
"olkoon sitte torpparina minulla; kyllä minä puoleni pidän
loppusumman maksussa, toivoakseni hän ei niitä rahoja saa arkun
pohjalle panna. — Vaan olisikohan sillä juoni niidessä? Mitä vielä. Ei
hän nyt niin äkisti rahaa mistään saa."
Tietysti hän heti pani saamisensa hakemukseen ja aikaa myöten

kävi nimismies siltavoudin kanssa arvaamassa Vanhasen irtainta
omaisuutta; mutta kun sitä oli ainoastaan viisi lehmää, yksi hevonen
ja vähä pientä karjaa sekä muuta kalua vain nimeksi, täytyi toimittaa
samalla kerralla itse talokin myötäväksi.
Tätä juuri olivat Kylänpään Sakari ja Vanhanen toivoneetkin ja

samaa se myöskin toivoi Kauppinen, vaikka vallan toisesta syystä.
Vasarakauppa kuulutettiin. Myöntipäivä joutui viimein ja toi

nimismiehen vasaroinensa Vanhalaan. Koko Harjulan kylä oli
saapunut katsomaan tätä ensimmäistä huutokauppaa, kuin
miesmuistiin nyt oli tapahtuva Harjulassa. Oli siellä pari muutakin,
jotka olivat etäisemmistä kylistä tulleet koettamaan onneansa,
saamaan muka huokealla omaa taloa. Vaan niiden kanssa oli
Kauppinen jo edeltä päin sopinut, että heidän ei pitänyt korottaa
irtaimiston hintaa, koska muuten olisi talo saattanut jäädä ihan
myömättä.
Tietysti oli Kauppinenkin siellä etuansa valvomassa. Häntä vain

hyvin kummastutti, että Vanhalan väki ei ollenkaan näyttänyt olevan
pahoillansa eikä hätäytynyt, niin että hän ei edes pystynyt
pilkkaamaankaan Mattia, kuten oli aikonut.
Ryhdyttiin myömään irtaimistoa. Kauppinen oli vaiti ja Sakari sai

kaikki tyyni, kun vain nimeksikään hintaa tarjosi: lehmät kymmenestä
markasta, hevosen viidestätoista ja samaan mukaan muut. Ei
ainoakaan muu Harjulan kyläläinen tarjonnut mitään, vaikka kyllä
monen mieli teki; sillä heille oli Sakari puolestansa antanut ohjeet,
kuten Kauppinen ulkokyläläisille.
Kauppinen ihmetteli ja oli jo hyvillänsä talosta, joka nyt muka oli

hänen omansa; sillä hän aikoi tarjota kerrassaan niin paljon, että
muut eivät siihen enää pystyneet lisäämään.
"Nyt tulee tila kartanoineen ja viljoineen; eikö niin ollut sovittu?"

virkkoi nimismies, ja kaikki, joihin asia koski, myönsivät niin olevan.
"Neljä tuhatta!" sanoi Kauppinen, silmät ilosta loistavina.
"Neljä tuhatta ensimmäinen kerta!" huusi nimismies. "Neljä tuhatta

toinen…"
"Kahdeksan tuhatta!" keskeytti Sakarin ääni sekä nimismiestä että

noita ulkokyläläisiä, jotka varustautuivat lisäämään sataa markkaa.
Sekä nimismies että Kauppinen niin ällistyivät, että toinen ei

kyennyt jatkamaan yksitoikkoista myöntitapaansa eikä toinen
tarjoamaan enempää.
"Kahdeksan tuhatta ensimmäinen kerta!" alkoi viimein nimismies,
"Sata lisäksi!" ähki Kauppinen, hiki otsassa. Nyt hän jo alkoi

ymmärtää Sakarin aikeet: pakottaa hänet joko luopumaan
huutamasta taikka tekemään itsestänsä lopun ja Matti Vanhalasta
rikkaan miehen.
"Kymmenen tuhatta!" virkkoi taas Sakari levollisesti ennen, kuin

nimismies ehti ruveta huutamaankaan.
Nyt nimismies luuli Sakarin vain kujehtivan, suuttui ja ärjäsi:
"Ei tässä ole mikään leikin tekopaikka! Tiedä, että minä olen
virkatoimessani ja leikki voi tulla sinulle karvaaksi! — Neljä tuhatta
ensimmäinen kerta."
"Kymmenen tuhatta minä tarjosin", oikasi Sakari nimismiehen

mielivaltaista alennusta.
"Onko tämä Kylänpään Sakari tullut hulluksi?" kysyi nimismies

muilta läsnä olijoilta.
"Siltä ainakin näyttää", ehätti Kauppinen vahvistamaan tuota

arvausluuloa.
"Ei, kyllä se on viisain mies kaikista, kuin tässä on."
"Ohoh!" ärähti nimismies. "Kykenetkö sinä sitte vastaamaan

huudoistasi?"
"Sittepähän nähdään."
"Kymmenen tuhatta ensimmäinen… toinen… ja kolmas…

kymmenen tuhatta… kolmas… kerta!"
Vasara paukahti.
"Nyt on Vanhalan talo minun", selitti Sakari, "ja jos Kauppinen

tahtoo vielä pitää hallussaan kartanonsa paikkaa, niin on voura viisi
tuhatta markkaa vuodessa."
"Ohoh, et vielä ole maksanut huutoasi."
"Enkä minä ole saanut saatavaani", kiiruhti Kauppinen taas

vahvistamaan nimismiehen lausetta.
"Tässä on Kauppisen saatava", virkkoi Sakari, lukien omia ja muita

lainattuja rahoja pöydälle puoli kahdeksatta sataa markkaa, "ja
paljoko siitä menoo hakukulunkeja lisäksi?"
Nyt jo nimismieskin älysi Sakarin juonen eikä enää vastustellut.
Kauppinen kuittasi paperit, pisti rahat taskuunsa ja pötki

kiireimmiten tiehensä.
"Onhan minulla kahdeksan päivää maksuaikaa, herra nimismies?"

kysyi
Sakari koronkiskurin lähdettyä.
"On vaikka enempikin, jos tahdot."
"Olkaa sitte hyvä ja laskekaa nyt samalla tiellä, minkä verran

Vanhanen tulee saamaan minulta ja mitä teille tulee vaivoistanne.
Minä suorittaisin heti teidän vaivanne ja Vanhasen kanssa sovimme
sitte keskenämme, eikö niin, Matti?"
"Käypihän se niin", myönsi Vanhalan isäntä.

"No, sama tuo minusta", sanoi nimismies, alkoi laskea, sai osansa
sekä läksi hyvillänsä ja ihmetellen pois, kutsuen kuitenkin Sakaria ja
Mattia käymään perimässä huutokauppakirjat.
Pois hajautui muukin väkijoukko.
Illempana astua juntusteli Kauppinen alla päin Kylänpäähän ja

tapasi
Sakarin kotona.
"Oikeinko totta te tahdotte viittä tuhatta markkaa vouraa?" kysyi

hän tervehdittyänsä.
"Oikeastaan pitäisi teiltä ottaa kymmenenkin, mutta olkoon

menneeksi viidestä", ivasi Sakari.
"Ettekö ostaisi minun kartanoitani?" kysyi Kauppinen, koskematta

enää koko voura-asiaan.
"No, jos hinnoilla sovitaan, niin miks'en. Paljonkos tahdotte?"
"Kaksi tuhatta markkaa."
"Viisi sataa minä maksan ja käteiset rahat."
"Emme sitte sovi,"
"No viekää pois kartanonne. Sama se minusta on ja vielä

parempi."
Hyvin tuntui Kauppisesta nololta antaa itseänsä niin pahasti

puijata, vaan minkäs sille nyt voi. Hän otti rahat, tarjosi vielä
irtaimistoansa ja tavaroitansa ja läksi tiehensä, kun Sakari lupasi
tulla niitä katsomaan.
Kahden päivän kuluttua oli Kauppisella kaksi omaa hepoa
valjastettuna kuormain eteen ja kuormissa kaikenlaista rihkamaa,
jota Sakari ei ollut huolinut mistään hinnasta. Osan tavaroista sekä
kelvollisen muun irtaimiston oli hän sen sijaan ostanut aivan
tinkimättä kohtuullisella hinnalla.
VÄÄRÄLLÄ TIELLÄ.
Tosipohjalla kehitelty
I.
Kunnianarvoinen, harmaapää rovastivanhus istui kammarissaan

lueksien ja silloin tällöin jotakin paperille kirjoittaen, vieressä pöydällä
iso raamattu, jonka hän aina välistä avasi, katsoakseen jotakin
lausetta, ja käänsi sitte jälleen kiinni.
Hän oli leskimies ja sinä ollut jo kauan, aina siitä asti, kuin kuusi
vuotta sitte Liina syntyi hänelle entisen, jo varttuneemman
lapsijoukon jatkoksi. Rovasti suri silloin suuresti puolisoansa, joka
hänelle oli rakkahin kaikesta maan päällä, ja käänsi sitte kaiken
rakkautensa Liina-lasta kohtaan, toivoen hänestä itselleen
yksinäisten vanhuuden päiväin suloa.
Mutta hän meni rakkaudessaan liian pitkälle, se muuttui

lellittelemiseksi, niin että Liina aivan ensi hetkestään asti sai
komentaa koko pappilaa niin laajalti, kuin hänen äänensä suinkin
kuului. Vähän suuremmaksi vaurastuttuaan hän juoksenteli ja
puuhasi kaikkialla ja tuotti kaikille kyllä kymmenenkin vastusta. Mutta
kaikki myöskin tiesivät rovastin mieluisimmin näkevän, että Liinan
tahto aina piti täytettämän, ja sen tähden tekivät hänen
hauskuudekseen, mitä suinkin voivat.
Vanha Kaisa oli ainoa, josta Liinan lapselliset oikut eivät ainakaan
alussa tuntuneet kiusallisilta. Hän, pappilan kaikkein lasten hoitaja,
osasikin tottumuksesta jo edeltä päin arvata Liinan tahdon ja täyttää
sen ennen, kuin lapsi ehti sitä lausuakaan. Sen tähden he pysyivät
hyvinä ystävinä niin kauan, kuin Kaisa viitsi leikitellä. Mutta kun Liina
viimein oli Kaisan mielestä jo siksi suuri, että oli suotta hänen vaivata
vanhaa ihmistä hevosekseen, loppui ystävyyskin. Sitä paitsi oli Kaisa
viime ajat, noin vuosikauden, kiusannut Liinaa lukemaan ja tehnyt
sitä omalla vanhanaikaisella tavallaan, niin että luku tuli Liinalle
työksi ja hän aivan rupesi kammomaan entistä rakasta hoitelijaansa.
Sill'aikaa kuin rovasti valmisteli ja mietiskeli saarnan aineksia,

pauhasi Liina kyökissä, häiriten Kaisaa tärkeässä liperien
silityspuuhassa ja pyrkien likaisilla käsillään näpelöittämään ja
tuhraamaan tärkkelysvedestä puserrettuja, sinerviä liinalippusia.
"Otapas nyt kirjasi äläkä alinomaa kiusaa!" käski hän viimein

vähän äkeissään.
Liina läksi noutamaan aapistansa. Mutta matkalla johtui mieleen

luvun ikävyys ja Liina juosten pujahti rovastin kammariin.
"Isä, isä, Kaisa kiusaa minua!" valitti hän. Rovasti heti utelemaan,
mitä Kaisa sitte hänelle teki. "Pakottaa yhä jankuttamaan: ii, sano ii;
ässä ää, sää; iisää. Osaanhan minä sen jo ulkoakin."
"No, luepas sitte!"

Liina luki Isä meidän rukouksen ulkoa alusta loppuun.
"Osaat, osaat", vakuutti rovasti. "Mutta tunnetko sinä kirjaimet?"
"Mitkä kirjaimet?"
"No, ne puustavit."
"Tottahan minä ne tunnen."
"Koetetaanpas." — Rovasti aukasi suuren kirjan, joka oli juuri

Liinan edessä pöydällä ja näytteli lyijykynällään kirjaimia. Liina,
nousten varpaisilleen ja kurkottaen lyhyttä kaulaansa, että paremmin
ulottuisi näkemään, luetteli sitä mukaa nimet, erehtymättä
kertaakaan.
"Tavaapas nyt!"
"Aa, sano aa; ällä uu ässä, lus; aalus; ässä aa, saa; aalussaa.
Mutta se on niin hirmuisen ikävää!"
"Eikä tuo ollut ihan oikeinkaan. Alussahan siinä on eikä aalussaa.

Katsopas tarkkaan, kun minä luen! Katso hyvin tarkkaan!"
Ja rovasti luki muutamia värsyjä suoraan sisältä harvaan ja

lyijykynällä näyttäen tavuja.
"No, lue nyt sinä edelleen!"
Liina alkoi ja lukikin selvään, vaikka tosin harvaan.
"Ei Kaisan tarvitse enää vaivata sinua, kyllä sinä jo osaat lukea!"
todisti rovasti.

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CHAPTER SEVEN: MEMORY

I. The Nature of Memory

King, The Science of Psychology, 4e IM-7 | 1

3. Retrieval is when we recall the information we stored.

II. Memory Encoding

King, The Science of Psychology, 4e IM-7 | 2

5. Relating materials to your own experience, self-referencing, is another effective

III. Memory Storage

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

3. Most people can hold about 7 bits +2 or –2 of information in short-term memory.

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

b. The person known as H.M. provides a dramatic example of the distinction

King, The Science of Psychology, 4e IM-7 | 5

IV. Memory Retrieval

King, The Science of Psychology, 4e IM-7 | 6

B. Retrieval Cues and the Retrieval Task

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

King, The Science of Psychology, 4e IM-7 | 8

psychological research such as the use of double-blind procedures to improve the

King, The Science of Psychology, 4e IM-7 | 9

VI. Study Tips from the Science of Memory

VII. Memory and Health and Wellness

King, The Science of Psychology, 4e IM-7 | 10

2. Autobiographical memories also allow us to understand ourselves. They provide a

Apply Your Knowledge: #1

King, The Science of Psychology, 4e IM-7 | 11

LO 7.2: Explain Concept Clip: Attention

Handouts: 7.3, 7.4

Polling Question: 7.2

Critical Thinking Question: Apply Your Knowledge: #2,

Polling Question: 7.1

King, The Science of Psychology, 4e IM-7 | 12

LO 7.7: Video: Alzheimer Disease

Teaching the Chapter

King, The Science of Psychology, 4e IM-7 | 13

LO 7.2: Explain how memories are encoded.

LO 7.3: Discuss how memories are stored.

King, The Science of Psychology, 4e IM-7 | 14

King, The Science of Psychology, 4e IM-7 | 15

LO 7.4: Summarize how memories are retrieved.

King, The Science of Psychology, 4e IM-7 | 16

King, The Science of Psychology, 4e IM-7 | 17

LO 7.6: Evaluate study strategies based on an understanding of memory.

King, The Science of Psychology, 4e IM-7 | 18

1. Use retrieval cues

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

Critical Thinking Questions

King, The Science of Psychology, 4e IM-7 | 19

Type of Memory: ___ procedural (implicit; nondeclarative)_

Type of Memory: ___ working memory _

Type of Memory: procedural (implicit; nondeclarative) (schemas; script)______