Transcript Chapter 10 - TeacherWeb

Presentation Plus! Understanding Psychology
Copyright © by The McGraw-Hill Companies, Inc.
Developed by FSCreations, Inc., Cincinnati, Ohio 45202
Send all inquiries to:
GLENCOE DIVISION
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, Ohio 43240
CHAPTER FOCUS
SECTION 1 Taking In and Storing
Information
SECTION 2 Retrieving Information
CHAPTER SUMMARY
CHAPTER ASSESSMENT
3
Click a hyperlink to go to the corresponding section.
Press the ESC key at any time to exit the presentation.
Chapter Objectives
Section 1: Taking in and Storing
Information
• Describe the three processes involved in
memory: encoding, storage, and retrieval. 
Section 2: Retrieving Information
• Understand that stored memory can be
retrieved by recognition, recall, and
relearning.
4
Click the mouse button or press the Space Bar to display
the information.
Click the mouse button to return to the Contents slide.
Reader’s Guide
Main Idea
– There are three processes involved in memory:
encoding, storage, and retrieval. 
Objectives
– Explain the three processes of memory. 
– Describe the information-processing model
of memory.
6
Click the mouse button or press the Space Bar to display the
information. Section 1 begins on page 273 of your textbook.
Reader’s Guide (cont.)
Vocabulary
– memory 
– semantic memory 
– encoding 
– episodic memory 
– storage 
– declarative memory 
– retrieval 
– procedural memory
– sensory memory 
– short-term memory 
– maintenance
rehearsal 
– chunking 
Click the Speaker button
to listen to Exploring
Psychology.
7
Click the mouse button or press the Space Bar to display the
information. Section 1 begins on page 273 of your textbook.
Introduction
• What would life without memory be like?
Can you even imagine it? 
• Consider all the material stored in your
memory: 
– your Social Security number 
– the capital of South Dakota 
– “The Star-Spangled Banner” 
– you first love’s phone number 
– the important generals of the Civil War 
– the starting lineup for the Boston Red Sox 
– your best friend in the first grade
8
Click the mouse button or press the Space Bar
to display the information.
Introduction (cont.)
• What kind of incredible filing system
allows you to recover instantly a line from
your favorite movie? 
• How does all that information fit in
your head?
9
Click the mouse button or press the Space Bar
to display the information.
The Processes of Memory
• The storage and retrieval of what has
been learned or experienced is memory. 
• To recall information, you use three
memory processes. 
• The first memory process is encoding–
the transforming of information so that the
nervous system can process it.
memory
the storage and retrieval
of what has been learned
or experienced
10
encoding
the transforming of
information so the nervous
system can process it
Click the mouse button or press the Space Bar
to display the information.
The Process of Memory
11
The Processes of Memory (cont.)
• After information is encoded, it goes
through the second memory process,
storage. 
• This is the process by which information is
maintained over a period of time. 
• The amount of information stored
depends on how much effort was put into
encoding the information.
storage
the process by which
information is maintained
over a period of time
12
Click the mouse button or press the Space Bar
to display the information.
The Processes of Memory (cont.)
• The third memory process, retrieval,
occurs when information is brought to
mind from storage. 
• The ease in which information can be
retrieved depends on how efficiently it was
encoded and stored (as well as on other
factors such as genetic background).
retrieval
the process of obtaining
information that has been
stored in memory
13
Click the mouse button or press the Space Bar
to display the information.
Three Stages of Memory
• Once the senses encode a memory in
the brain, the brain must hold on to the
input and store it for future reference. 
• Psychologists distinguish three types of
memory–sensory, short-term, and longterm–each of which has a different
function and time span.
14
Click the mouse button or press the Space Bar
to display the information.
Sensory Memory
• In sensory memory, the senses of sight
and hearing (among other senses) are
able to hold an input for a fraction of a
second before it disappears. 
• Sensory memory serves three functions: 
– prevents you from being overwhelmed. 
– gives you some decision time. 
– allows for continuity and stability in your world.
sensory memory
very brief memory storage
immediately following initial
reception of a stimulus
15
Short-Term Memory
• The things you have in your conscious
mind at any one moment are being held
in short-term memory. 
• Short-term memory does not necessarily
involve paying close attention.
short-term memory
memory that is limited in
capacity to about seven items
and in duration by the
subject’s active rehearsal
16
Click the mouse button or press the Space Bar
to display the information.
Short-Term Memory (cont.)
Maintenance Rehearsal
• To keep information in short-term
memory for more than a few seconds,
you usually have to repeat the
information to yourself, in your mind or
out loud. 
• This is what psychologists mean by
maintenance rehearsal.
maintenance rehearsal
a system for remembering
involving repeating information
to oneself without attempting
to find meaning in it
17
Click the mouse button or press the Space Bar
to display the information.
Spot the Fake Penny
18
Short-Term Memory (cont.)
Chunking
• Short-term memory is limited not only in
its duration but also in its capacity. 
• The most interesting aspect of this limit,
discovered by George Miller (1956), is
that it involves about seven items (plus or
minus two items) of any kind. 
• Each item may consist of a collection of
many other items, but if they are all
packaged into one “chunk,” then there is
still only one item.
19
Click the mouse button or press the Space Bar
to display the information.
Short-Term Memory (cont.)
Chunking
• We can remember about seven unrelated
sets of initials or the initials of our favorite
radio stations, even though we could not
remember all the letters separately. 
• This is referred to as chunking, because
we have connected, or “chunked,” them
together.
chunking
the process of grouping
items to make them easier
to remember
20
Click the mouse button or press the Space Bar
to display the information.
Short-Term Memory (cont.)
The Primacy-Recency Effect
• The primacy-recency effect refers to the
fact that we are better able to recall
information presented at the beginning
and end of a list. 
• Remembering the first four or five items in
a list because you have more time to
rehearse them is the primacy effect. 
• Recalling the last four or five items
because they were still in short-term
memory is the recency effect.
21
Click the mouse button or press the Space Bar
to display the information.
Short-Term Memory (cont.)
Working Memory
• Short-term memory is also called
working memory. 
• Working memory serves as a system
for processing and working with
current information. 
• Working memory includes both short-term
memory (events that just occurred) and
information stored in long-term memory,
now recalled for current information.
22
Click the mouse button or press the Space Bar
to display the information.
Long-Term Memory
• Long-term memory refers to the storage
of information over extended periods
of time. 
• Information is not stored like a piece of
paper in a filing cabinet; it is stored
according to categories or features. 
• You reconstruct what you must recall
when you need it. 
• Long-term memory contains
representations of countless facts,
experiences, and sensations.
23
Click the mouse button or press the Space Bar
to display the information.
Three Systems of Memory
24
Long-Term Memory (cont.)
Types of Long-Term Memory
• For almost a century, the study of memory
focused on how long information was
stored for usage. 
• Then a Canadian psychologist, Endel
Tulving (1972), proposed that we have two
types of memory.
25
Click the mouse button or press the Space Bar
to display the information.
Long-Term Memory (cont.)
Types of Long-Term Memory
• Semantic memory is our knowledge
of language, including its rules, words,
and meanings; we share that knowledge
with other speakers of our language. 
• Episodic memory is our memory of
our own life–such as when you woke up
this morning.
semantic memory
knowledge of language,
including its rules, words,
and meanings
26
episodic memory
memory of one’s life,
including time of occurrence
Click the mouse button or press the Space Bar
to display the information.
Long-Term Memory (cont.)
Types of Long-Term Memory
• L.R. Squire (1987) proposed a related
model of memory. 
• Declarative memory involves both
episodic and semantic memory. 
• Procedural memory does not require
conscious recollection to have past learning
or experiences impact our performance.
declarative memory
memory of knowledge that
can be called forth
consciously as needed
27
procedural memory
memory of learned skills
that does not require
conscious recollection
Click the mouse button or press the Space Bar
to display the information.
Memory and the Brain
• What happens in the brain when something
is stored in long-term memory? 
• Although psychologists agree that some
physiological changes occur in the brain,
they are only beginning to identify how and
where memories are stored. 
• Some psychologists theorize a change
in the neuronal structure of nerves occurs
when we learn something. 
• Others contend learning is based on
molecular or chemical changes in
the brain.
28
Click the mouse button or press the Space Bar
to display the information.
Memory and the Brain (cont.)
• Where does learning occur? 
• There is growing evidence that formation
of procedural memories involves activity
in an area of the brain called the striatum,
deep in the front part of our cortex. 
• Declarative memories result from activity
in the hippocampus and the amygdala
(Mishkin, Saunders, & Murray, 1984).
29
Click the mouse button or press the Space Bar
to display the information.
Memory Centers in the Brain
30
Memory and the Brain (cont.)
• It is not clear yet how individual nerve
cells–called neurons–establish
connections with one another when
learning occurs. 
• It is clear that a very complex chemical
process precedes the formation of new
connections between neurons. 
• Exactly how it all fits together remains an
active area of research.
31
Click the mouse button or press the Space Bar
to display the information.
Section Assessment
Review the Vocabulary List and
describe the processes of memory.
Encoding is the process of transforming
sensory and other information so that the
nervous system can receive it. Storage is
the maintenance of the memory in the brain
for a period of time. The period of time
depends on the effort made to remember
the information. Retrieval occurs when the
information is brought to mind from storage.
32
Click the mouse button or press the Space Bar
to display the answer.
Section Assessment (cont.)
Visualize the Main Idea In a diagram
similar to the one shown on page
280 of your textbook, list the
different stages of memory and
write an example of each.
Diagrams should reflect an
understanding of the different stages
of memory, which include sensory,
short-term, and long-term memory.
33
Click the mouse button or press the Space Bar
to display the answer.
Section Assessment (cont.)
Recall Information What is the
purpose of maintenance rehearsal?
How does the process work?
Maintenance rehearsal is the
repetition of information so that it can
be remembered. There is no attempt
to find meaning in the information.
34
Click the mouse button or press the Space Bar
to display the answer.
Section Assessment (cont.)
Think Critically In what ways is
your memory like a computer? In
what ways is it different? Explain
your responses.
Memory and computers encode,
process, and store information.
Memory may store unlimited
information in numerous categories,
while a computer stores limited
information in only one category,
or file.
35
Click the mouse button or press the Space Bar
to display the answer.
Section Assessment (cont.)
Draw a picture demonstrating the
processes of memory (encoding,
storage, and retrieval).
36
Click the mouse button to return to the Contents slide.
Reader’s Guide
Main Idea
– Stored memory can be retrieved by recognition,
recall, and relearning. 
Objectives
– Identify several memory retrieval processes. 
– Explain the processes involved in forgetting.
38
Click the mouse button or press the Space Bar to display the
information. Section 2 begins on page 282 of your textbook.
Reader’s Guide (cont.)
Vocabulary
– recognition 
– recall 
– reconstructive memory 
– confabulation 
– schemas 
– eidetic memory 
– decay 
– interference 
– elaborate rehearsal 
– mnemonic devices
39
Click the mouse button or press the Space Bar to display the
information. Section 2 begins on page 282 of your textbook.
Click the Speaker button
to listen to Exploring
Psychology.
Introduction
• The brain has tremendous capacity for
storing and retrieving information. 
• Stored information is useless unless it can
be retrieved from memory. 
• Once you have forgotten to send a card
for your mother’s birthday, for example, it
is not very consoling to prove that you
have the date filed away in your brain. 
• We have all experienced the acute
embarrassment of being unable to
remember a close friend’s name.
40
Click the mouse button or press the Space Bar
to display the information.
Introduction (cont.)
• There are few things in life more
frustrating than having a word “on the tip
of your tongue” and not being able to
remember it. 
• The problem of memory is to store many
thousands of items in such a way that
you can find the one you need when you
need it. 
• The solution to retrieval is organization.
41
Click the mouse button or press the Space Bar
to display the information.
Introduction (cont.)
• Because human memory is extraordinarily
efficient, it must be extremely well
organized. 
• Psychologists do not yet know how it is
organized, but they are studying the
processes of retrieval for clues.
42
Click the mouse button or press the Space Bar
to display the information.
Recognition
• Human memory is organized in such a
way as to make recognition quite easy–
people can say with great accuracy
whether something is familiar to them. 
• The process of recognition provides
insight into how information is stored
in memory.
recognition
memory retrieval in which a
person identifies an object, idea,
or situation as one he or she has
or has not experienced before
43
Click the mouse button or press the Space Bar
to display the information.
Recall
• More remarkable than the ability to
recognize information is the ability to
recall it. 
• Recall is the active reconstruction of
information. 
• Recall involves more than searching for
and finding pieces of information, however.
recall
memory retrieval in which a
person reconstructs
previously learned material
44
Click the mouse button or press the Space Bar
to display the information.
Recall (cont.)
• Our recall seems to result from
reconstructive memory. 
• Our memories may be simplified,
enriched, or distorted, depending on our
experiences and attitudes.
reconstructive memory
memory that has been
simplified, enriched, or distorted,
depending on an individual’s
experiences and attitudes
45
Click the mouse button or press the Space Bar
to display the information.
Recall (cont.)
• One type of mistake is called
confabulation, which is when a person
“remembers” information that was never
stored in memory. 
• If our reconstruction of an event is
incomplete, we fill in the gaps by making
up what is missing. 
• Sometimes we may be wrong.
confabulation
the act of filling in memory gaps
46
Click the mouse button or press the Space Bar
to display the information.
Recall (cont.)
• Occasionally our memories are
reconstructed in terms of our schemas. 
• These are conceptual frameworks we use
to make sense of the world. 
• They are sets of expectations about
something that is based on our past
experiences.
schemas
conceptual frameworks a
person uses to make sense
of the world
47
Click the mouse button or press the Space Bar
to display the information.
Recall (cont.)
• About 5 percent of all children do not
seem to reconstruct memories actively. 
• They have an eidetic memory–a form of
“photographic memory”–an ability shared
by few adults. 
• Children with eidetic memory can recall
very specific details from a picture, a
page, or a scene briefly viewed.
eidetic memory
the ability to remember with
great accuracy visual
information on the basis of
short-term memory
48
Click the mouse button or press the Space Bar
to display the information.
State-Dependent Learning
• Have you ever become upset at someone
and while doing so remembered many past
instances of when you were upset at the
same person? 
• This is an example of state-dependent
learning. 
• State-dependent learning occurs when
you recall information easily when you are
in the same physiological or emotional
state or setting as you were when you
originally encoded the information.
49
Click the mouse button or press the Space Bar
to display the information.
Relearning
• While recognition and recall are
measures of declarative memory,
relearning is a measure of both
declarative and procedural memory. 
• Suppose you learned a poem as a child
but have not rehearsed it in years. 
• If you can relearn the poem with fewer
recitations than someone with ability
similar to yours, you are benefiting from
your childhood learning.
50
Click the mouse button or press the Space Bar
to display the information.
Forgetting
• Everyone experiences a failure of
memory from time to time. 
• Forgetting may involve decay, interference,
or repression. 
• Some inputs may fade away, or decay,
over time. 
• Items quickly decay in sensory storage and
short-term memory.
decay
fading away of memory
over time
51
Click the mouse button or press the Space Bar
to display the information.
Forgetting (cont.)
• Interference refers to a memory being
blocked or erased by previous or
subsequent memories. 
• There are two kinds of blocking: proactive
and retroactive. 
• It may be that interference actually does
erase some memories permanently.
interference
blockage of a memory by
previous or subsequent memories
52
Click the mouse button or press the Space Bar
to display the information.
Amnesia
• Some people also forget information due
to amnesia. 
• Amnesia is a loss of memory that may
occur after a blow to the head or as a
result of brain damage. 
• Amnesia may also be the result of drug
use or severe psychological stress. 
• Infant amnesia is the relative lack of early
declarative memories. 
• Psychologists have proposed several
theories to explain infant amnesia. 
53
Click the mouse button or press the Space Bar
to display the information.
Improving Memory
• Techniques for improving memory are
based on efficient organization of the
things you learn and on chunking
information into easily handled packages.
54
Click the mouse button or press the Space Bar
to display the information.
Meaningfulness and Association
• Using repetition, or maintenance
rehearsal, can help you remember for a
short period of time. 
• In this method, words are merely repeated
with no attempt to find meaning. 
• A more efficient way of remembering new
information involves elaborate rehearsal.
elaborate rehearsal
the linking of new information to
material that is already known
55
Click the mouse button or press the Space Bar
to display the information.
Meaningfulness and Association (cont.)
• You remember things more vividly if you
associate them with things already
stored in memory or with a strong
emotional experience. 
• A good way to protect a memory from
interference is to overlearn it–to keep on
rehearsing it even after you think you
know it well. 
• Another way to prevent interference while
learning new material is to avoid studying
similar material together.
56
Click the mouse button or press the Space Bar
to display the information.
Meaningfulness and Association (cont.)
• In addition, how you originally learn or
remember something influences how
readily you recall that information later. 
• If a bit of information is associated with a
highly emotional event or if you learned
this bit of information in absence of
interference, you will more easily recall
that information because of the strength
of that memory.
57
Click the mouse button or press the Space Bar
to display the information.
Mnemonic Devices
• Techniques for using associations to
memorize information are called
mnemonic devices. 
• Mnemonic devices are not magical;
indeed, they involve extra work–making
up words, stories, and so on. 
• The very effort of trying to do this,
however, may help you remember things.
mnemonic devices
techniques for using
associations to memorize and
retrieve information
58
Click the mouse button or press the Space Bar
to display the information.
Section Assessment
Review the Vocabulary What is
the difference between proactive
and retroactive interference?
Between maintenance and
elaborate rehearsal?
Proactive interference results when an earlier
memory blocks you from remembering new
information. Retroactive interference occurs
when newer information blocks you from
remembering earlier information. Maintenance
rehearsal is a system for remembering that
involves repeating information to oneself.
Elaborate rehearsal involves linking new
information to material that is already known.
59
Click the mouse button or press the Space Bar
to display the answer.
Section Assessment (cont.)
Visualize the Main Idea In a
graphic organizer similar to the
one shown on page 288 of your
textbook, explain the three
processes of memory retrieval.
Graphic organizers should reflect
the students’ understanding of
the three processes of memory
retrieval, which include maintenance
rehearsal, elaborate rehearsal, and
mnemonic devices.
60
Click the mouse button or press the Space Bar
to display the answer.
Section Assessment (cont.)
Recall Information What is statedependent learning? How does it
relate to studying and taking exams?
State-dependent learning occurs when
you are in the same physiological or
emotional state or setting as you were
when you originally encoded the
information. You may have better
recall on tests by studying in the room
in which you will actually take the test.
61
Click the mouse button or press the Space Bar
to display the answer.
Section Assessment (cont.)
Think Critically What types of
test questions do you prefer:
those that require recall, such as
essay questions, or those that
require recognition, such as
multiple choice questions? Why?
You will probably select recognition
questions since these provide answers
for you.
62
Click the mouse button or press the Space Bar
to display the answer.
Section Assessment (cont.)
There is an ongoing debate about
the validity of repressed
memories. Review the material in
this chapter and offer an opinion
about repressed memories.
63
Click the mouse button to return to the Contents slide.
Section 1: Taking in and Storing
Information
• During encoding, you use your senses to
encode and establish a memory. 
• Storage is the process by which information
is maintained over a period of time. 
• Retrieval occurs when information is
brought to mind from storage. 
• There are three types of memory–sensory,
short-term, and long-term–each of which
has a different purpose and time span.
65
Click the mouse button or press the Space Bar
to display the information.
Section 1: Taking in and Storing
Information (cont.)
• Although psychologists agree that some
physiological changes occur in the brain
when something is stored in long-term
memory, they are only beginning to
identify how and where memories
are stored.
66
Click the mouse button or press the Space Bar
to display the information.
Section 2: Retrieving Information
• Human memory is organized in such a
way as to make recognition quite easy. 
• Recall involves a person’s knowledge,
attitudes, and expectations. 
• Recall seems to be the result of
reconstructive memory. 
• People’s memories are sometimes
reconstructed in terms of their schemas.
67
Click the mouse button or press the Space Bar
to display the information.
Section 2: Retrieving Information (cont.)
• State-dependent learning occurs when
you recall information easily when you are
in the same physiological or emotional
state as you were when you originally
encoded the information. 
• Forgetting can be the result of decay,
interference, or repression. 
• Memory can be improved through
meaningfulness, association, lack
of interference, and degree of
original learning.
68
Click the mouse button or press the Space Bar
to display the information.
Click the mouse button to return to the Contents slide.
Reviewing Vocabulary
Use the correct term or concept to complete the following
sentences.
1. ___________
is the second memory process
Storage
during which information is maintained over a
period of time.
2. When you relate new information to what you
already know you are practicing elaborate
______________.
rehearsal
3. ____________
Confabulation is a mistake in memory during
which a person “remembers” information that was
never stored in memory.
4. The skills you develop when you learn how to
swim become part of your ________________.
procedural memory
5. The active reconstruction of information is called
recall
__________.
70
Click the mouse button or press the Space Bar
to display the answers.
Reviewing Vocabulary (cont.)
Use the correct term or concept to complete the following
sentences.
6. __________
Schemas are conceptual frameworks we use
to make sense of the world.
Memory is the storage and retrieval of what
7. __________
has been learned or experienced.
8. The things you have in your conscious mind at
any one moment are held in
your short-term
_______________.
memory
9. When you remember what you did on your
vacation, you are experiencing ______________.
episodic memory
10. A small percentage of children have a(n)
_____________,
eidetic memory or “photographic memory.”
71
Click the mouse button or press the Space Bar
to display the answers.
Recalling Facts
Using a graphic organizer similar to
the one on page 290 of your
textbook, identify and describe the
codes used to encode a memory.
The codes used are visual, acoustic,
and semantic.
72
Click the mouse button or press the Space Bar
to display the answer.
Recalling Facts
List two strategies for expanding
the limits of short-term memory.
Two storage strategies are rehearsal
and chunking.
73
Click the mouse button or press the Space Bar
to display the answer.
Recalling Facts
Describe the primacy-recency effect.
The primacy-recency effect means
that we tend to remember items that
fall at the beginning and end of lists.
74
Click the mouse button or press the Space Bar
to display the answer.
Recalling Facts
What are the two types of
interference that block memory?
The two types of interference are
proactive interference and retroactive
interference. In proactive interference,
an earlier memory blocks you from
remembering related new information.
In retroactive interference, a later
memory or new information blocks
you from remembering information
learned earlier.
75
Click the mouse button or press the Space Bar
to display the answer.
Recalling Facts
Describe five methods you can use
to improve your memory.
You can improve your memory
by meaningfulness, association,
lack of interference, degree of
original learning, and use of
mnemonic devices.
76
Click the mouse button or press the Space Bar
to display the answer.
Building Skills
Interpreting a graph
The graph below shows the results of an experiment in which
the ability to remember names and faces of classmates by
high school graduates was tested. In a recognition test,
participants were asked to match yearbook pictures of
classmates with their names. In a recall test, participants were
shown yearbook pictures and asked to simply recall the
names. Review
the graph below,
then answer the
questions on the
following slides.
77
Building Skills
Interpreting a graph
Which group was most able to recall the
names of their classmates?
The group that took the recognition test was
most able to recall the names of their
classmates.
78
Click the mouse button or press the Space Bar
to display the answer.
Building Skills
Interpreting a graph
What percentage of participants recalled
the names of their classmates 34 years
after graduation? 47 years after
graduation?
About 50 percent recalled the names of their
classmates 34 years after graduation. About
20 percent
recalled the names
of their classmates
47 years after
graduation.
79
Click the mouse button or press the Space Bar
to display the answer.
Building Skills
Interpreting a graph
How did retrieving information using
recall change over a period of 50 years?
The percentage of people who correctly
recalled information gradually decreased
from about 70
percent to about
20 percent.
80
Click the mouse button or press the Space Bar
to display the answer.
Building Skills
Interpreting a graph
What effect does time have on retrieving
information when recall is used? When
recognition is used?
Time has a negative effect on retrieving
information when recall is used. As time increases,
the ability to correctly recall information
decreases. Time does
not seem to have as
much of an effect on
the ability to
correctly retrieve
information using
recognition.
81
Click the mouse button or press the Space Bar
to display the answer.
Building Skills
Interpreting a graph
When you remember past events and
people, how accurate do you think your
memory is? Explain.
Memories that are recalled may be less
accurate than memories associated with the
process of
recognition.
82
Click the mouse button or press the Space Bar
to display the answer.
I am the loss of memory that may
occur after an accident or other
damage to the brain. What am I?
I am amnesia.
83
Click the mouse button or press the Space Bar
to display the answer.
Click the mouse button to return to the Contents slide.
Explore online information about the
topics introduced in this chapter.
Click on the Connect button to launch your browser and go to the
Understanding Psychology Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When you
finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://psychology.glencoe.com
Think back to your childhood and recall your
earliest memory. Describe this memory in
your journal.
List examples of chunking that you have
used in the last week.
Compare your memories of an event with a
friend who experienced the same event.
Write down how your memories are similar
and how they are different. Explain the
differences using the information you are
learning in this chapter.
The Case of
H.M.
Read the case study presented on
page 281 of your textbook. Be
prepared to answer the questions that
appear on the following slides. A
discussion prompt and additional
information follow the questions.
Continued on next slide.
This feature is found on page 281 of your textbook.
The Case of
H.M.
What type of surgery did H.M.
have? Why?
H.M. had the hippocampus area of his brain
removed in an attempt to stop, or at least
minimize, the occurrence of epileptic seizures.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 281 of your textbook.
The Case of
H.M.
What problems did H.M. encounter
following the surgery? Why?
H.M. could not form new long-term memories.
The hippocampus plays an important role in the
formation of memories. It is not involved in
storing long-term memory, but it does act as a
pathway through which information travels.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 281 of your textbook.
The Case of
H.M.
Critical Thinking If a virus suddenly
destroyed your hippocampus, what
effect would it have on your performance
in school?
You would not be able to pass tests on new
material, although you would still be able to
perform well on aptitude tests of learning that
had occurred before the virus destroyed
the hippocampus.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 281 of your textbook.
The Case of
H.M.
Discuss the following:
Why do you think H.M.’s existing
memories were unaffected? What does
the fact that he could still learn motor
skills tell you about procedural memory?
Continued on next slide.
This feature is found on page 281 of your textbook.
The Case of
H.M.
Unlike other parts of the brain, the hippocampus
continues to grow throughout your lifetime.
Researchers are making efforts to boost the
production of these brain cells. 
Researchers are currently exploring links between
stress hormones such as corticosteroids and
memory loss. Studies in rats have shown that by
blocking stress hormones, the production of brain
cells in the hippocampus increased.
Continued on next slide.
This feature is found on page 281 of your textbook.
The Case of
H.M.
Since the body needs stress hormones, which
are produced by the adrenal glands, it is not
possible to remove these glands. Researchers,
however, may be able to develop drugs to limit
the production of the hormones and boost the
production of brain cells.
This feature is found on page 281 of your textbook.
Continued on next slide.
Answers:
1. Semantic memory
contains this type of
knowledge. 
2. Episodic memory
contains the
memories of our
own life. 
3. We have semantic
memory in common
with others. 
4. We share these
common memories
with other speakers
of our language.
Click the mouse button or press the Space Bar to
display the answers.
Continued on next slide.
Answers:
1. Memories of daily life as
well as things we learned in
school but never need to
use may decay. 
2. With proactive
interference we could
forget more recent
events. 
3. They are forgotten in
favor of more recent
memories. 
4. They remain in memory
but are no longer
accessible.
Click the mouse button or press the Space Bar to
display the answers.
Proactive Interference
From the Classroom of Stacy Brosier
Belvidere High School, Belvidere, IL
Materials: 10 decks of standard playing cards (minus
all of jacks, queens, kings, and aces) for each group. 
1. Divide into groups of three with one deck of cards
per group. 
2. The first person in each group will divide the packs and
make two piles. Put the odd numbered cards on the left
and the even numbered on the right. The person
should then pick up the cards, shuffle them, and repeat
the process by doing the opposite; place the even
cards on the left and the odd on the right, shuffle.
Continued on next slide.
Proactive Interference
From the Classroom of Stacy Brosier
Belvidere High School, Belvidere, IL
Then put the odd on the left and the even on the right,
shuffle, and hand the pack to the next person in the
group. Complete the task as quickly as possible. If it is
not your turn to complete the task make sure to watch
the other people in your group carefully. Consider the
following questions. 
• What did you observe? 
• Explain why those behaviors occurred.
In addition to iconic and echoic memories,
sensory memories are created by the other
senses. They are known as haptic memory
(touch), gustic memory (taste), and olfactic
memory (smell).
People tend to forget more quickly
information that does not correspond with
their own image of themselves. As a person’s
self-image changes, so does the information
he or she recalls about the past. This process
is known as autobiographical memory.
Dutch chess master and psychologist Adrian de Groot wanted
to know what separated a good chess player from a grand
master. He reviewed the simultaneous displays and blindfold
demonstrations that amaze onlookers. In simultaneous
displays, grand masters take on several challengers at the
same time. They move from board to board and make moves
with seeming ease. In blindfold demonstrations, the grand
master plays the game blindfolded, being told his or her
opponent’s moves. In his research, de Groot found that the
primary difference between grand masters and good chess
players is the ability to recall chess positions. Grand masters
seem to have an almost instinctive recall of thousands of past
chess moves.
Memory and Language
A recent study conducted by Susan Ellis Weismer
and Julia Evans examined the correlation between
working memory and language skills. They
examined two groups of children. The experimental
group had been diagnosed with a specific language
impairment. The control group had normal
language skills. The study found a significant
correlation between working memory and language
skills development.
Continued on next slide.
Memory and Language
However, the study did not clearly identify whether
a deficit in language skills caused poor
performance on tests of working memory or
whether a deficit in working memory impaired the
development of language skills.
Source: Weismer, S.E., & Evans J. (1999). An examination of verbal working memory capacity in
children with specific language impairment. Journal of Speech, Language and Hearing
Research, 42 (5), 1249–60.
• Ask your friends what brands of snack foods
and health care products they prefer. 
• Then ask them how they chose that
particular brand. 
• Psychologists have found that even though most
people respond that it is the brand their parents
use or the brand recommended by a friend, in
reality they are likely to have been influenced by
advertisements they have seen or heard.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
information.
• Often advertisers use subtle messages to
suggest features or benefits of a product that
are not a reality. 
• Find examples of an implied or inferred
benefit in a print advertisement.
Click the mouse button or press the Space Bar to display the
information.
Remembering Classmates
On the Tip of Your Tongue
Click the mouse button or press the Space Bar to display the
information.
• Read the Psychology and You feature on
page 283 of your textbook. 
• Discuss the following:
Will you be likely to have the same
recall ability with the people you
work with on your first job? Why or
why not?
Click the mouse button or press the Space Bar to display the
information.
• Read the Psychology and You feature on
page 288 of your textbook. 
• Discuss the following:
Why does thinking about something
else help you remember the
information you were searching for?
Click the mouse button or press the Space Bar to display the
information.
Elizabeth Loftus
1944–
Click the picture to listen to
a biography on Elizabeth
Loftus. Be prepared to
answer questions that
appear on the next two
slides.
This feature is found on page 285 of your textbook.
Why does Loftus believe
eyewitness testimony is
often unreliable?
Loftus believes that memory
can be influenced both by
suggestion and by future
information.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 285 of your textbook.
How could the
negation of repressed
memories affect child
abuse victims?
For real victims, their
memories may not be
believed. However, for
those who are falsely
accused, their lives could
be saved from devastation.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 285 of your textbook.
End of Custom Shows
WARNING! Do Not Remove
This slide is intentionally blank and is set to auto-advance to end custom
shows and return to the main presentation.
Click the mouse button to return to the Contents slide.