Continued on next slide.

1. Continued on next slide.

2. 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.

3. 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. Click the mouse button or press the Space Bar to display the information. Section 2 begins on page 282 of your textbook.

4. Reader’s Guide (cont.) Vocabulary • recognition  • recall  • reconstructive memory  • confabulation  • schemas  • eidetic memory  • decay  • interference  • elaborate rehearsal  • mnemonic devices Click the Speaker button to listen to Exploring Psychology. Click the mouse button or press the Space Bar to display the information. Section 2 begins on page 282 of your textbook.

5. 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. Click the mouse button or press the Space Bar to display the information.

6. 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. Click the mouse button or press the Space Bar to display the information.

7. 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. Click the mouse button or press the Space Bar to display the information.

8. 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 Click the mouse button or press the Space Bar to display the information.

9. 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 Click the mouse button or press the Space Bar to display the information.

10. 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 Click the mouse button or press the Space Bar to display the information.

11. 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 Click the mouse button or press the Space Bar to display the information.

12. 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 Click the mouse button or press the Space Bar to display the information.

13. 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 Click the mouse button or press the Space Bar to display the information.

14. 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. Click the mouse button or press the Space Bar to display the information.

15. 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. Click the mouse button or press the Space Bar to display the information.

16. 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 Click the mouse button or press the Space Bar to display the information.

17. 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 Click the mouse button or press the Space Bar to display the information.

18. 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.  Click the mouse button or press the Space Bar to display the information.

19. Improving Memory • Techniques for improving memory are based on efficient organization of the things you learn and on chunking information into easily handled packages. Click the mouse button or press the Space Bar to display the information.

20. 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 Click the mouse button or press the Space Bar to display the information.

21. 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. Click the mouse button or press the Space Bar to display the information.

22. 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. Click the mouse button or press the Space Bar to display the information.

23. 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 Click the mouse button or press the Space Bar to display the information.

24. Psychology Journal (Section 2) 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.

25. Case Studies 1 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.

26. Case Studies 2 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.

27. Case Studies 3 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.

28. Case Studies 4 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.

29. Case Studies 5 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.

30. Case Studies 6 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.

31. Case Studies 7 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.

32. FYI 2.1 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.

33. Cultural Connections 2.1 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.

34. Psychology and You 2.1 • 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.

35. Psychology and You 2.2 • 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.

36. End of Slide Show Click the mouse button to return to the Contents slide.