Campbell Essential Biology, Seventh Edition, and Campbell Es.docx

Campbell Essential Biology, Seventh
Edition, and Campbell Essential Biology
with Physiology, Sixth Edition
Chapter 16
The Evolution of
Plants and Fungi
PowerPoint® Lectures created by Edward J. Zalisko, Eric J.
Simon, Jean L. Dickey, and
Jane B. Reece
Copyright © 2021 Pearson Education, Inc. All Rights Reserved
We’re Surrounded by Ancient Atoms. Burning
Coal Releases CO2 Captured by Plants that
Lived more than 300 Million Years Ago
Biology and Society: The Diamond of the
Kitchen
•Truffles are subterranean reproductive bodies of
certain fungi and are highly prized by gourmets for

their powerful earthy scent.
•Truffles represent a mutually beneficial relationship
between plants and fungi. The roots of most plants
are surrounded by a finely woven web of fungal
filaments.
– The ultrathin fungal filaments absorb water and
inorganic nutrients and pass them to the plant.
– The plant supplies the fungus with sugars and
other organic molecules.
Black Truffles Ready to be Thinly Sliced or
Grated for Some Lucky Diner
Colonizing Land
• A plant is a multicellular eukaryote that carries out
photosynthesis and has a set of adaptations for living on
land.
– Photosynthesis distinguishes plants from the animal
and fungal kingdoms, which are also made up of
eukaryotic, multicellular organisms.
– Algae lack terrestrial adaptations and thus are
classified as protists rather than plants.

– Some plants live in water, but these aquatic plants
evolved from terrestrial ancestors.
Terrestrial Adaptations of Plants
• Living on land requires a special set of
adaptations.
– Bodies that were upright in the buoyant water go
limp on land and soon shrivel in the drying air.
– In addition, algae are not equipped to obtain
carbon dioxide needed for photosynthesis from
the air.
Adaptations of the Plant Body (1 of 4)
• Resources on land are found in different places:
– Carbon dioxide is mainly available in the air and
– Mineral nutrients and water are found in the soil.
• Thus, the complex bodies of plants have organs
specialized to function in these two environments.
– Subterranean organs called roots anchor the plant
in soil and absorb minerals and water from the soil.

– Above ground, shoots are organ systems that
consist of photosynthetic leaves supported by
stems.
Structural Adaptations of Algae and Plants
• Roots typically have many fine branches that
thread among the grains of soil, providing a large
surface area that maximizes contact with mineral-
bearing water in the soil—just one example of how
plant organ systems exemplify the relationship
between structure and function.
• Most plants have symbiotic fungi associated with
their roots. These root-fungus combinations,
called mycorrhizae (“fungus roots”), enlarge the
root’s functional surface area. Mycorrhizae are
key adaptations that made it possible for plants to
live on land.
Mycorrhizae: Symbiotic Associations of
Fungi and Roots

• Leaves are the main photosynthetic organs of
most plants, utilizing
– stomata, microscopic pores found on a leaf’s
surface, for the exchange of carbon dioxide and
oxygen with the atmosphere,
– a waxy layer coating on the leaves and other
aerial parts of most plants called the cuticle,
helping the plant body retain water, and
– vascular tissue, a network of tube-shaped cells
that branch throughout the plant, for the transport
of vital materials between roots and shoots.
• There are two types of vascular tissue.
1. One type is specialized for transporting water
and minerals from roots to leaves.
2. The other distributes sugars from the leaves to
the roots and other nonphotosynthetic parts of
the plant.

• The cell walls of many of the cells in vascular
tissue are hardened by a chemical called lignin.
The structural strength of lignified vascular tissue,
otherwise known as wood, is amply demonstrated
by its use as a building material.
Network of Vascular Tissue in a Leaf
Identifying Major Themes (1 of 3)
Roots typically have many fine branches that
thread among the grains of soil, providing a large
surface area that maximizes contact with mineral-
bearing water in the soil.
Which major theme is illustrated by this action?
1. The relationship of structure to function
2. Information flow
3. Pathways that transform energy and matter
4. Interactions within biological systems
5. Evolution

Vascular tissue was an adaptation that allowed
ferns to colonize a greater variety of habitats than
mosses.
2. Information flow
5. Evolution
Reproductive Adaptations (1 of 2)
• Adapting to land also required a new mode of
reproduction.
– For the protist algae, water ensures that gametes
(sperm and eggs) and developing offspring stay
moist.
– Water also provides a means of dispersing the
gametes and offspring.

Reproductive Adaptations (2 of 2)
• Plants, however, must keep their gametes and
developing offspring from drying out in the air and
produce their gametes in a structure that allows
them to develop without dehydrating.
– The egg remains within tissues of the mother plant
and is fertilized there.
– In plants, but not algae, the zygote (fertilized egg)
develops into an embryo while still contained
within the female parent, which protects the
embryo and keeps it from dehydrating.
The Protected Embryo of a Plant
The Origin of Plants from Green Algae
• The algal ancestors of plants carpeted moist
fringes of lakes or coastal salt marshes more than
500 million years ago.
– Charophytes are a modern-day lineage of green

algae and may resemble early plant ancestors.
– Plants and present-day charophytes probably evolved
from a common ancestor.
– Adaptations making life on dry land possible had
accumulated by about 470 million years ago, the age
of the oldest known plant fossils.
– The evolutionary novelties of these first land plants
opened the new frontier of a terrestrial habitat.
Two Species of Charophytes, the Closest
Algal Relatives of Plants
Plant Diversity: Highlights of Plant
Evolution
• The history of the plant kingdom is a story of
adaptation to diverse terrestrial habitats.
• The fossil record chronicles four major periods of
plant evolution, which are also evident in the
diversity of modern plants. Each stage is marked
by the evolution of structures that opened new
opportunities on land.
Checkpoint: Name some adaptations of plants for

living on land.
Highlights of Plant Evolution (1 of 3)
1. About 470 million years ago, early diversification
gave rise to nonvascular plants called bryophytes,
which lack lignified walls, true roots, and true leaves.
Bryophytes include mosses, liverworts, and
hornworts.
2. About 425 million years ago, the presence of
conducting tissues hardened with lignin allowed
vascular plants to grow much taller, rising above the
ground to achieve significant height. The earliest
vascular plants lacked seeds. Today, this seedless
condition is retained by ferns and a few other groups
of vascular plants.
3. About 360 million years ago, gymnosperms evolved
with seeds that consisted of an embryo packaged

along with a store of food within a protective covering,
but were not enclosed in any specialized chambers.
Today, the most widespread and diverse
gymnosperms are the conifers, consisting mainly of
cone-bearing trees, such as pines.
4. At least 140 million years ago, angiosperms evolved
with complex reproductive structures called flowers
that bear seeds within protective chambers called
ovaries. Most living plants, at least 250,000 species,
are angiosperms.
The Major Groups of Plants
Bryophytes (1 of 2)
• Mosses display two key terrestrial adaptations
that made the move onto land possible:
1. a waxy cuticle that helps prevent dehydration
and
2. the retention of developing embryos within the
female plant’s body.
• Mosses need water to reproduce because their
sperm swim to reach eggs within the female
gametangium.

A Peat Moss Bog in Scotland
Bryophytes (2 of 2)
• Mosses have two distinct forms:
1. The green, spongelike plant that is the more obvious
is called the gametophyte.
2. The other, called a sporophyte, grows out of a
gametophyte as a stalk with a capsule at its tip.
• This life cycle is called alternation of generations.
– Gametophytes produce gametes that unite to form
zygotes, which develop into new sporophytes.
– Sporophytes produce spores that give rise to new
gametophytes.
The Two Forms of a Moss

Alternation of Generations
Animation: Moss Life Cycle
https://mediaplayer.pearsoncmg.com/assets/secs-campb
ell-moss-life-cycle
https://mediaplayer.pearsoncmg.com/assets/secs-campbell-
moss-life-cycle
moss-life-cycle
Gametophytes produce gametes that unite to form zygotes,
which develop into new sporophytes. Sporophytes produce
spores that give rise to new gametophytes, transmitting DNA
through an alternation of generations.
2. Information flow

5. Evolution
Ferns (1 of 2)
• The evolution of vascular tissue allowed ferns to
colonize a greater variety of habitats than mosses.
– Ferns are by far the most diverse seedless vascular
plants, with more than 12,000 known species.
– The sperms of ferns, like mosses, have flagella and
must swim through a film of water to fertilize eggs.
• During the Carboniferous period, from about 360 to
300 million years ago, ancient ferns were part of a
much greater diversity of seedless plants that formed
swampy tropical forests over much of what is now
Eurasia and North America.
Ferns (Seedless Vascular Plants)
Ferns (2 of 2)

• As the seedless plants died, they fell into stagnant
wetlands and did not decay completely. Their remains
formed thick organic deposits that were gradually
converted to coal.
– Fossil fuels formed from the remains of long-dead
organisms and include coal, oil, and natural gas.
– The burning of fossil fuels releases carbon dioxide and
other gases that contribute to global climate change.
Checkpoint: Why are ferns able to grow taller than
mosses?
A “Coal Forest” of the Carboniferous
Period
Animation: Fern Life Cycle
https://mediaplayer.pearsoncmg.com/assets/secs-campb
ell-fern-life-cycle
https://mediaplayer.pearsoncmg.com/assets/secs-campbell-fern-
life-cycle
https://mediaplayer.pearsoncmg.com/assets/secs-campbell-fern-
life-cycle

Gymnosperms
• Near the end of the Carboniferous period, the
climate turned drier and colder, favoring the
evolution of seed plants, which can
– complete their life cycles on dry land and
– withstand long, harsh winters.
• The descendants of early gymnosperms include
the conifers, or cone-bearing plants.
Conifers
• Conifers
– cover much of northern Eurasia and North
America,
– are usually evergreens, which retain their leaves
throughout the year,
– include the tallest, largest, and oldest organisms
on Earth, and
– form highly productive forests that provide much
of our lumber for building and wood pulp for paper
production.

A Coniferous Forest in Tetlin National
Wildlife Refuge, Alaska
Terrestrial Adaptations of Seed Plants (1 of 3)
• Compared with ferns, most gymnosperms have
three additional adaptations that make survival in
diverse terrestrial habitats possible:
1. The first adaptation is an even greater
development of the diploid sporophyte compared
with the haploid gametophyte generation. A pine
tree or other conifer is actually a sporophyte with
tiny gametophytes living in cones.
Three Variations on Alternation of
Generations in Plants

2. A second adaptation of seed plants to dry
land came with the evolution of pollen.
n is actually the much-reduced
male gametophyte and houses cells that will
develop into sperm.
of pollen from the male parts of a plant to the
female parts of a plant, occurs via wind.
A Pine Tree, the Sporophyte, Bearing Two
Types of Cones Containing Gametophytes
3. The third terrestrial adaptation was the development
of the seed, consisting of a plant embryo, packaged
along with a food supply, within a protective coat.
female gametophytes. In conifers, the ovules are
located on the scales of female cones.
remain dormant for days, months, or even years.

germinate, or sprout, and its embryo emerges through
the seed coat as a seedling.
From Ovule to Seed
Animation: Pine Life Cycle
https://mediaplayer.pearsoncmg.com/assets/secs-campbe
ll-pine-life-cycle
https://mediaplayer.pearsoncmg.com/assets/secs-campbell-pine-
life-cycle
https://mediaplayer.pearsoncmg.com/assets/secs-campbell-pine-
life-cycle
Angiosperms
• Angiosperms dominate the modern landscape
and are represented by about 250,000 species,
compared to about 700 species of gymnosperms.
• Their success is largely due to
– refinements in vascular tissue that make water
transport more efficient in angiosperms than in

gymnosperms and
– the evolution of the flower.
Flowers, Fruits, and the Angiosperm Life
Cycle (1 of 6)
• Flowers are the site of procreation.
– This showiness helps to attract insects and other
animals that transfer pollen from one flower to
another of the same species.
– Angiosperms that rely on wind pollination
e energy to making
massive amounts of pollen for release into the
wind.
Video: Bee Pollinating
https://mediaplayer.pearsoncmg.com/assets/secs-bee-pollin
ating
https://mediaplayer.pearsoncmg.com/assets/secs-bee-pollinating
https://mediaplayer.pearsoncmg.com/assets/secs-bee-pollinating

Cycle (2 of 6)
• A flower is a short stem, bearing modified leaves
that are attached in concentric circles at its base.
– Sepals form the outer layer, are usually green,
and enclose the flower before it opens.
– Next inside are petals, which are often colorful
and help to attract pollinators.
– Stamens, the male reproductive structures, are
below the petals. Pollen grains develop in the
anther, a sac at the top of each stamen.
Structure of a Flower
Video: Flower Blooming (time lapse)
https://mediaplayer.pearsoncmg.com/assets/secs-flower-blo
oming
https://mediaplayer.pearsoncmg.com/assets/secs-flower-

blooming
https://mediaplayer.pearsoncmg.com/assets/secs-flower-
blooming
Cycle (3 of 6)
• Carpels are the female reproductive structure at
the center of the flower. The carpel includes
– the ovary, a protective chamber containing one or
more ovules in which the eggs develop, and
– the sticky tip of the carpel, the stigma, which traps
pollen.
• The basic structure of a flower can exist in many
beautiful variations.
A Diversity of Flowers
Cycle (4 of 6)
• In angiosperms, as in gymnosperms, the

sporophyte generation is dominant and produces
the gametophyte generation within its body.
• Figure 16.19 highlights key stages in the
angiosperm life cycle.
1. The flower is part of the sporophyte plant. As in
gymnosperms, the pollen grain is the male
gametophyte of angiosperms. The female
gametophyte is located within an ovule, which in
turn resides within a chamber of the ovary.
The Angiosperm Life Cycle
Cycle (5 of 6)
2. After a pollen grain lands on the stigma, a pollen tube
grows down to the ovule.
3. The pollen tube releases a sperm nucleus that
fertilizes an egg within the embryo sac.
4. This produces a zygote.
5. The zygote develops into an embryo. Tissue
surrounding the embryo develops into nutrient-rich
endosperm, which provides a food supply for the

growing plant.
6. The whole ovule develops into a seed, which can
germinate and develop into a new sporophyte to
begin the cycle anew.
Video: Flowering Plant Life Cycle (time
lapse)
https://mediaplayer.pearsoncmg.com/assets/secs-flowering-
plant-life-cycle
plant-life-cycle
plant-life-cycle
Animation: Plant Fertilization
sexual-reproduction-in-angiosperms

Animation: Seed Development
seed-fruit-development
https://mediaplayer.pearsoncmg.com/assets/secs-campbell-seed-
fruit-development
https://mediaplayer.pearsoncmg.com/assets/secs-campbell-seed-
fruit-development
Cycle (6 of 6)
• Fruit
– is a ripened ovary,
– helps protect the seed,
– increases seed dispersal, and
– is a major food source for animals.
Checkpoint: What are the four main parts of a
flower? Where do pollen grains develop? Where do
eggs develop?
Fruits and Seed Dispersal

Angiosperms and Agriculture
• Gymnosperms supply most of our lumber and paper.
• Angiosperms provide nearly all of our food and supply
fiber, medications, perfumes, and decoration.
• Agriculture probably developed gradually as people
began sowing seeds and cultivating plants to have a
more dependable food source. And as they
domesticated certain plants, artificial selection
produced the diversity of plants we enjoy today.
Plant Diversity as a Nonrenewable Resource
(1 of 2)
• The increasing human population is extinguishing
plant species at an unprecedented rate. The problem
is especially critical for forest ecosystems, which are
home to as many as 80% of the world’s terrestrial
plant and animal species.
• Why does the loss of tropical forests matter?
– In addition to forests being centers of biodiversity,
millions of people worldwide depend on these forests
for their livelihood.
– More than 120 prescription drugs are made from
substances derived from plants.

Cultivated Land Bordering a Tropical
Forest in Uganda
A Sampling of Medicines Derived from
Plants
Plant Diversity as a Nonrenewable Resource
(2 of 2)
• Scientists are now working to slow the loss of
plant diversity in part by researching sustainable
ways for people to benefit from forests.
– The goal of such efforts is to encourage
management practices that use forests as
resources without damaging them.
– We need to appreciate the rain forests and other
ecosystems as living treasures that can
regenerate only slowly. Only then will we learn to
work with them in ways that preserve their
biological diversity for the future.

Fungi
• Fungi are eukaryotes; most are multicellular, but
many have body structures and modes of
reproduction unlike those of other organisms.
– A mushroom is more closely related to you than it is to
any plant! Molecular studies indicate that fungi and
animals arose from a common ancestor more than 1
billion years ago.
– Fungi recycle vital chemical elements back to the
environment in forms other organisms can assimilate
and form mycorrhizae, fungus-root associations that
help plants absorb mineral and water from the soil.
A Gallery of Diverse Fungi
Characteristics of Fungi: Fungal Nutrition
• Fungi are heterotrophs that acquire their nutrients
by absorption.
• A fungus digests food outside its body by
secreting powerful digestive enzymes into the

food that decompose complex molecules to
simpler compounds that the fungus can absorb.
Fungal Structure
• The bodies of most fungi are constructed of threadlike
filaments called hyphae.
– Fungal hyphae are minute threads of cytoplasm
surrounded by a plasma membrane and cell walls
usually composed of chitin, a strong but flexible
polysaccharide also found in insect skeletons.
– Hyphae branch repeatedly, forming an interwoven
network called a mycelium (plural, mycelia), the
feeding structure of the fungus.
Checkpoint: Describe how the structure of a fungal
mycelium reflects its function.
The Fungal Mycelium
Animation: Fungal Reproduction and
Nutrition

fungal-reproduction-nutrition
Fungal Reproduction
• Mushrooms arise from an underground mycelium
and mainly function in reproduction. A mushroom
pops up above ground to disperse its spores on
air currents.
• Fungi typically reproduce by releasing haploid
spores that are produced either sexually or
asexually. Puffballs, which are the reproductive
structures of certain fungi, can spew clouds
containing trillions of spores.
The Process of Science: What Killed the
Pines? (1 of 2)
• Background: Pine trees were planted in Puerto Rico
on worn-out farmland. These trees sprouted, and the
seedlings grew to about four inches high. Then they
died. There were no signs of disease or insect

damage, but none of the trees made it past the
seedling stage, and no one knew why.
• Method: In 1955, researchers planted slash pine
seedlings in an experimental field in Puerto Rico.
They treated one group of pines with mycorrhizal
fungi collected from soil in a North Carolina pine
forest. The rest of the pines served as controls.
The Process of Science: What Killed the
Pines? (2 of 2)
• Results
– Only 36% of the control trees survived, and none
of the control trees grew much during the four-
year experiment.
– In contrast, 85% of the pines treated with
mycorrhizae survived and these trees grew well.
– Today, pine forests grown with the help of
mycorrhizae thrive in Puerto Rico, providing
habitat for wildlife, protection from erosion and
storms, and economic benefits.
An Experiment to Test the Benefit of
Mycorrhizae on Pine Growth

The Ecological Impact of Fungi: Fungi as
Decomposers
• Fungi and bacteria are the principal decomposers
that keep ecosystems stocked with the inorganic
nutrients essential for plant growth.
– This vital role of decomposers is an example of
interactions within biological systems. Without
decomposers, carbon, nitrogen, and other elements
would accumulate in nonliving organic matter.
– Fungi are well adapted as decomposers of organic
refuse. Their invasive hyphae enter the tissues and
cells of dead organisms and digest polymers, including
the cellulose of plant cell walls.
Parasitic Fungi
• Parasitism is a relationship in which two species live
in contact and one organism benefits while the other
is harmed. Parasitic fungi absorb nutrients from the
cells or body fluids of living hosts.
– Of the 100,000 known species of fungi, about 30%
make their living as parasites.

– About 500 species of fungi are known to be parasitic in
humans and other animals, causing vaginal yeast
infections, ringworm, and athlete’s foot.
– The great majority of fungal parasites infect plants.
Parasitic Fungi that Cause Plant Disease
Commercial Uses of Fungi
• Most of us have eaten mushrooms. Enthusiasts
gather edible fungi from fields and forests. But
only experts should eat wild fungi, because some
poisonous species resemble edible ones.
• Fungi are commercially important. Humans use
them to produce antibiotics, decompose wastes,
and produce bread, beer, wine, and cheeses.
• Fungi are medically valuable as well. Some fungi
produce antibiotics used to treat bacterial
diseases.
Fungi Eaten by People

Fungal Production of an Antibiotic
Evolution Connection: A Pioneering
Partnership
• Relationships between species are also an
evolutionary product.
• Symbiotic relationships with fungi helped early
nonvascular plants colonize land.
– The mycorrhizal fungus receives food from its
photosynthetic partner.
– The fungus in turn helps the liverwort absorb
water and minerals.
Liverworts

Copyright
This work is protected by United States copyright laws and
is provided solely for the use of instructors in teaching their
courses and assessing student learning. Dissemination or
sale of any part of this work (including on the World Wide
Web) will destroy the integrity of the work and is not
permitted. The work and materials from it should never be
made available to students except by instructors using the
accompanying text in their classes. All recipients of this
work are expected to abide by these restrictions and to
honor the intended pedagogical purposes and the needs of
other instructors who rely on these materials.
Slide 1Slide 2Biology and Society: The Diamond of the
KitchenSlide 4Colonizing LandTerrestrial Adaptations of
PlantsAdaptations of the Plant Body (1 of 4)Structural
Adaptations of Algae and PlantsAdaptations of the Plant Body
(2 of 4)Mycorrhizae: Symbiotic Associations of Fungi and
RootsAdaptations of the Plant Body (3 of 4)Adaptations of the
Plant Body (4 of 4)Network of Vascular Tissue in a
LeafIdentifying Major Themes (1 of 3)Identifying Major
Themes (2 of 3)Reproductive Adaptations (1 of 2)Reproductive
Adaptations (2 of 2)The Protected Embryo of a PlantThe Origin
of Plants from Green AlgaeSlide 20Plant Diversity: Highlights
of Plant EvolutionHighlights of Plant Evolution (1 of
3)Highlights of Plant Evolution (2 of 3)Highlights of Plant
Evolution (3 of 3)The Major Groups of PlantsBryophytes (1 of
2)A Peat Moss Bog in ScotlandBryophytes (2 of 2)The Two
Forms of a MossAlternation of GenerationsAnimation: Moss
Life CycleIdentifying Major Themes (3 of 3)Ferns (1 of 2)Ferns
(Seedless Vascular Plants)Ferns (2 of 2)A “Coal Forest” of the
Carboniferous PeriodAnimation: Fern Life
CycleGymnospermsConifersA Coniferous Forest in Tetlin
National Wildlife Refuge, AlaskaTerrestrial Adaptations of
Seed Plants (1 of 3)Three Variations on Alternation of
Generations in PlantsTerrestrial Adaptations of Seed Plants (2

of 3)Slide 44Terrestrial Adaptations of Seed Plants (3 of
3)From Ovule to SeedAnimation: Pine Life
CycleAngiospermsFlowers, Fruits, and the Angiosperm Life
Cycle (1 of 6)Video: Bee PollinatingFlowers, Fruits, and the
Angiosperm Life Cycle (2 of 6)Structure of a FlowerVideo:
Flower Blooming (time lapse)Flowers, Fruits, and the
Angiosperm Life Cycle (3 of 6)A Diversity of FlowersFlowers,
Fruits, and the Angiosperm Life Cycle (4 of 6)The Angiosperm
Life CycleFlowers, Fruits, and the Angiosperm Life Cycle (5 of
6)Video: Flowering Plant Life Cycle (time lapse)Animation:
Plant FertilizationAnimation: Seed DevelopmentFlowers, Fruits,
and the Angiosperm Life Cycle (6 of 6)Fruits and Seed
DispersalAngiosperms and AgriculturePlant Diversity as a
Nonrenewable Resource (1 of 2)Cultivated Land Bordering a
Tropical Forest in UgandaA Sampling of Medicines Derived
from PlantsPlant Diversity as a Nonrenewable Resource (2 of
2)FungiA Gallery of Diverse FungiCharacteristics of Fungi:
Fungal NutritionFungal StructureThe Fungal
MyceliumAnimation: Fungal Reproduction and NutritionFungal
ReproductionThe Process of Science: What Killed the Pines? (1
of 2)The Process of Science: What Killed the Pines? (2 of 2)An
Experiment to Test the Benefit of Mycorrhizae on Pine
GrowthThe Ecological Impact of Fungi: Fungi as
DecomposersParasitic FungiParasitic Fungi that Cause Plant
DiseaseCommercial Uses of FungiFungi Eaten by PeopleFungal
Production of an AntibioticEvolution Connection: A Pioneering
PartnershipLiverwortsCopyright
Learning objectives: By the end of this presentation you will be
able to…
explain why LTM is important
define the serial position curve (SPC) and its components
explain how the SPC supports the distinction and interaction
between STM and LTM
compare the predominant forms of coding in STM with the

predominant form of coding in LTM
explain how release from proactive interference supports the
use of sematic coding in STM
Introduction To LTM: STM vs LTM
I. The importance of LTM
LTM is more than an archive of information
it interacts with STM, providing information that aids in making
sense of an ambiguous environment.
II. Evidence of Two Interactive Stores: Serial-Position Curve
(Murdoch, 1962)
demonstration (run SPE.exe)
components & interpretation

(Murdoch, 1962)
demonstration
components & interpretation
support for interpretation…
Atkinson & Shiffrin (1968) eliminated the primacy effect by
presenting all items quickly, forcing equal rehearsal (at zero)
throughout the series. Therefore, the advantage to primary items
is that they had entered LTM.
Glanzer & Cunitz (1966) eliminated the recency effect by
asking participants to count backwards for 30 seconds after the
last item. Therefore, the advantage of recent items is that they
were in STM.
(Murdoch, 1962)
III. Memory Codes
A. Overview
B. Coding in STM

Baddeley’s Model Incorporates Acoustic & Visual Codes…
Release from PI Reveals Semantic Encoding in STM… (run PI
& Release.exe)
(Murdoch, 1962)
III. Memory Codes
A. Overview
B. Coding in STM
C. Coding in LTM
LT visual memory (e.g. imagine you room)
LT auditory memory (e.g. that unwanted song in your head)
LT semantic memory (Sachs, 1967) recognizing “gist”…
There is an interesting story about the telescope. In Holland, a
man named Lippershey was an eyeglass maker. One day his
children were playing with some lenses. They discovered that
things seemed very close if two lenses were held about a foot
apart. Lippershey began experimenting, and his “spyglass”
attracted much attention. He sent a letter about it to Galileo, the
great Italian scientist. Galileo at once realized the importance of
the discovery and set about building an instrument of his own.
Which of the following sentences is identical to a sentence in
the passage and which sentences are changed?

He sent a letter about it to Galileo, the great Italian scientist.
Galileo, the great Italian scientist, sent him a letter about it.
A letter about it was sent to Galileo, the great Italian scientist.
He sent Galileo, the great Italian scientist, a letter about it.
There is an interesting story about the telescope. In Holland, a
man named Lippershey was an eyeglass maker. One day his
children were playing with some lenses. They discovered that
things seemed very close if two lenses were held about a foot
apart. Lippershey began experimenting, and his “spyglass”
attracted much attention. He sent a letter about it to Galileo, the
great Italian scientist. Galileo at once realized the importance of
the discovery and set about building an instrument of his own.
image2.png
image3.jpeg
image4.png
image5.png
image6.png
able to…
give an overview the various components of Baddeley’s model
of working memory and their relations to one another.
define the phonological similarity effect, the word length effect,
and describe the effect of articulatory suppression on the word
length effect; describe how each of these effects supports the

existence of a limited phonological memory system.
describe findings from research on mental rotation and on
“holding a visual stimulus in mind” that support the existence
of a limited visual memory system.
describe findings from research on high vs low WM capacity
participants that supports the existence of a CE orchestrating
working memory.
Baddeley’s Model of Working Memory
I. Overview
I. Overview
II. Model Components
A. Phonological (from phoneme) Loop
Existence of a limited phonetic memory system is supported
by…
phonological similarity effect- confusion of letters or words that
sound (rather than look) alike.
PIT
DAY

COW
PEN
HOT
CAT
MAP
MAN
CAP
MAD
Write the List
Phonological Similarity Effect
I. Overview
Existence of a limited phonetic memory system is supported
by…
phonological similarity effect
word length effect- poorer memory for words that take longer to
pronounce.
Land
House
Star
Bronze
Book
Bike
Dress

Planet
Musician
Property
Orchestra
Rhinoceros
Tuberculosis
Uranium
Write the list.
Word Length Effect
I. Overview
Existence of a limited phonetic memory system is
supported by…
phonological similarity effect
word length effect
phonological suppression effect- poorer recall while repeating a
word (e.g. “the”) out loud during list exposure, presumably
because the repeated word overloads the phonological loop,
suppressing articulation…
Articulatory Suppression Obliterates the Word Length Effect
By Overloading the Phonological Loop
I. Overview

B. Visuospatial Sketchpad
Existence of a limited visual memory system is supported by…
increased time to match visual stimuli that require greater
mental rotation (indicates analog representation of stimulus).
Demo
here.
I. Overview
Existence of a limited visual memory system is supported by…
increased time to match visual stimuli that require greater
mental rotation
greater ease providing a verbal than a visual description of a
“spatial stimulus held in mind”(Brooks, 1968), presumably
because the visual description overloads the sketchpad.
Close your eyes and, working clockwise from the asterisk, say
“out” or “in” for each turn around the “F”
Place index fingers on left and right ALT keys on your

keyboard. Close your eyes and, working clockwise from the
asterisk, press left for “out” or right for “in” for each turn
around the “F”
Visually Describing Spatial Stimulus Held In Mind
Overloads the Visuospatial Sketchpad
I. Overview
C. Central Executive
Existence of a CE that Delegates Attention Among Components
is supported by…
greater ability of high capacity WM participants to ignore
stimuli (Vogel et al., 2005)…
(Vogel et al., 2005)…
identified participants with hi vs lo WM Capacity based on how
many items they could hold in working memory.

measured event-related potentials (ERPs) indicative of how
much space is being used in working memory.
instructed participants to attend to red stimuli and presented red
only or red & green…
lo WM capacity participants were unable to ignore green
stimuli
Notes on the Importance of the CE:
people whose CE is better at delegating attention, not only have
higher WM capacity, they are also better readers & reasoners,
skills that contribute to IQs
knowing how you learn & remember, metacognition, predicts
academic performance.
image2.png
image3.png
image4.png
image5.png
image6.png
image7.png

image8.png
image9.png
image10.png
able to…
define working memory
describe the characteristics of working memory and contrast it
to the leaky-bucket conception of short-term memory
recognize examples of working memory
describe the n-back task and identify features of working
memory that the task illustrates
describe findings from research using the n-back task to study
cognitive decline with age and cognitive improvement with
practice.
Overview of Working Memory
I. Introduction To Working Memory
A. Definition
working memory- a limited capacity system for temporary
storage and manipulation of information for complex tasks such
as comprehension, learning and reasoning
B. Characteristics That distinguish it from the Leaky Bucket
it is dynamic (changeable)
it has multiple components
it both holds and processes information
in particular cases, it can multitask
C. An Example
Keep the following numbers in mind 7, 1, 4, and 9 while
reading…

Baddeley reasoned that if STM had a limited storage capacity,
then filling up that capacity with one task, should prevent
completion of another task. But he found that people could hold
a short string of numbers in memory while reading. Can you
perform such tasks simultaneously? What are the numbers you
were asked to keep in mind?
I. Introduction To Working Memory
A. Definition
B. Characteristics That distinguish it from the Leaky Bucket
C. An Example
D. A Second Example: The N-Back Task
Task is to keep track of letters presented and indicate whether
each one matches the letter presented N-positions earlier in the
series.
Demonstrates the maintenance and manipulation of information
in “working” memory.
demo the N-back
here.
Performance decreases with age.
Practice result in short-lived improvement (as do other such
tasks common among memory training programs like
luminosity).

able to…
recognize that the leaky bucket is one of two conceptualizations
of STM
describe the duration of STM and explain why STM is so short
by interpreting findings from research using the Brown-Peterson
task.
describe the capacity of STM by interpreting findings of
research using the Digit-Span and Change-Detection tasks;
describe the effects of chunking and of increasing informational
complexity on STM capacity.
explain how a multi-component model of working memory can
handle disparate estimates of STM capacity.
Short-Term Memory: Leaky Bucket
I. STM as Leaky Bucket vs Working Memory
II. What Is the Duration of STM and Why So Short?
Brown-Peterson Task -participants recall trigrams after
intervals of 3, 6, 9, 12, 15 or 18 seconds.
Peterson & Peterson (1959) found that participants were able to
recall 80% of trigrams after a 3 seconds delay.

Really?
You Try It! Oh, and you have to count backwards
while remembering…
Interpretation: items in STM decay quickly.
Brown-Peterson Task
Peterson & Peterson (1959)
Interpretation: items in STM decay quickly.
Keppel & Underwood (1962) found the first items on the
Petersons’ list were remembered longer…
Revised Interpretation: items in STM suffer from proactive
interference-forgetting due to interference from learning that
occurred prior to the materials to be remembered.

III. What is the Capacity of STM?
A. 7 ± 2 using
Digit-Span task (Miller, 1952)
Miller (1956) found that STM capacity can be extended by
chunking items…
chunk- a collection strongly associated elements, with weak
associations to elements of other chunks
A. 7 ± 2 using
B. about 4 items using
Change- Detection task (Vogel et al, 2005)
# items decreases as item complexity increases (Alvarez &
Cavanagh, 2004) …
Short-Term Memory

A. 7 ± 2 using
B. about 4 items using
Change- Detection task (Vogel et al, 2005)
C. How can we account for different estimates of STM
capacity?
By reconceptualizing STM as a multicomponent model of
“Working Memory”…
image2.jpeg
image3.jpeg
image4.png
image5.png
image6.png
Your online project can be about any biology topic about that is
discussed in your
powerpoint slides chapters 14 to 29 and your online needs to be
at least 3 pages or more
with at least 3 references or more any format of references
accepted, font 12 any font is
accepted and single space.

Campbell Essential Biology, Seventh Edition, and Campbell Es.docx

Campbell Essential Biology, Seventh Edition, and Campbell Es.docx

Recommended

Recommended

More Related Content

Similar to Campbell Essential Biology, Seventh Edition, and Campbell Es.docx

Similar to Campbell Essential Biology, Seventh Edition, and Campbell Es.docx (20)

More from bartholomeocoombs

More from bartholomeocoombs (20)

Recently uploaded

Recently uploaded (20)

Campbell Essential Biology, Seventh Edition, and Campbell Es.docx