This document covers the key topics in human memory, including the three main stages of memory (encoding, storage, retrieval), the three main types of memory (sensory memory, short-term memory, and long-term memory), how memories are encoded and stored in the brain, factors that influence forgetting, improving memory techniques, eyewitness testimony issues, and unusual memories. The document provides learning objectives for each major section and includes references to videos and animations to supplement the textual information.
The Unconscious Wish Fulfillment Theory of Sigmund FreudRobert Alan King
An interesting PowerPoint presentation on Sigmund Freud's unconscious wish fulfillment theory that I prepared while taking psychology at Lee University.
This document provides an overview of different perspectives on personality psychology, including psychoanalytic, humanistic, trait, and social-cognitive perspectives. It summarizes key concepts from each approach such as the Freudian concepts of the id, ego, and superego, Maslow's hierarchy of needs and Rogers' unconditional positive regard in humanism, the Big Five model of traits, and Bandura's reciprocal determinism in social-cognitive theory. The document also evaluates each perspective and discusses ongoing debates around predictors of behavior and the influences of situations versus individual traits.
1. Memory works through encoding, storing, and retrieving information. Encoding gets information into the brain, storage holds it, and retrieval recalls it.
2. The Atkinson-Shiffrin model describes memory formation moving from sensory memory to short-term memory to long-term memory. Working memory processes information in short-term memory.
3. Memories are formed through either effortful processing requiring rehearsal and encoding or automatic processing without awareness into implicit memory.
Psychoanalysis & Sigmund Freud by Malik ShahrukhShahrukh Malik
Psychoanalytic theory is the theory of personality organization and the dynamics of personality development that guides psychoanalysis, a clinical method for treating psychopathology. First laid out by Sigmund Freud in the late 19th century, psychoanalytic theory has undergone many refinements since his work.
1) Chapter 12 discusses motivation and work, covering perspectives on motivation such as instincts, drives, arousal, and hierarchies of needs. It examines the physiology and psychology of hunger and sexual motivation.
2) Motivation is explained from four perspectives: instinct theory, drive-reduction theory which proposes that physiological needs create drives, arousal theory which says people seek optimal arousal, and Maslow's hierarchy of needs from basic to complex.
3) The chapter also addresses motivation at work, including the fields of personnel and organizational psychology which study worker selection, evaluation, and workplace influences on motivation.
Cognitive psychology is the study of how people think. This chapter outlines the history of cognitive psychology from its philosophical roots in Plato and Aristotle through approaches like structuralism, functionalism, behaviorism, and Gestalt psychology. It describes the emergence of cognitive psychology due to challenges to behaviorism from researchers like Chomsky and Turing. The chapter then discusses common research methods in cognitive psychology like experiments, neuroimaging, self-reports, and computer modeling before concluding with key themes such as the interaction of cognitive processes and the need for diverse research methods.
This document contains a multiple choice quiz on psychology with 59 questions spanning topics like the history and definitions of psychology, various psychological perspectives like behaviorism and humanism, research methods, biological bases of behavior, learning, memory, intelligence testing, and human development. The questions cover foundational concepts in these areas of psychology and are designed to test understanding of key terms and ideas.
The Unconscious Wish Fulfillment Theory of Sigmund FreudRobert Alan King
An interesting PowerPoint presentation on Sigmund Freud's unconscious wish fulfillment theory that I prepared while taking psychology at Lee University.
This document provides an overview of different perspectives on personality psychology, including psychoanalytic, humanistic, trait, and social-cognitive perspectives. It summarizes key concepts from each approach such as the Freudian concepts of the id, ego, and superego, Maslow's hierarchy of needs and Rogers' unconditional positive regard in humanism, the Big Five model of traits, and Bandura's reciprocal determinism in social-cognitive theory. The document also evaluates each perspective and discusses ongoing debates around predictors of behavior and the influences of situations versus individual traits.
1. Memory works through encoding, storing, and retrieving information. Encoding gets information into the brain, storage holds it, and retrieval recalls it.
2. The Atkinson-Shiffrin model describes memory formation moving from sensory memory to short-term memory to long-term memory. Working memory processes information in short-term memory.
3. Memories are formed through either effortful processing requiring rehearsal and encoding or automatic processing without awareness into implicit memory.
Psychoanalysis & Sigmund Freud by Malik ShahrukhShahrukh Malik
Psychoanalytic theory is the theory of personality organization and the dynamics of personality development that guides psychoanalysis, a clinical method for treating psychopathology. First laid out by Sigmund Freud in the late 19th century, psychoanalytic theory has undergone many refinements since his work.
1) Chapter 12 discusses motivation and work, covering perspectives on motivation such as instincts, drives, arousal, and hierarchies of needs. It examines the physiology and psychology of hunger and sexual motivation.
2) Motivation is explained from four perspectives: instinct theory, drive-reduction theory which proposes that physiological needs create drives, arousal theory which says people seek optimal arousal, and Maslow's hierarchy of needs from basic to complex.
3) The chapter also addresses motivation at work, including the fields of personnel and organizational psychology which study worker selection, evaluation, and workplace influences on motivation.
Cognitive psychology is the study of how people think. This chapter outlines the history of cognitive psychology from its philosophical roots in Plato and Aristotle through approaches like structuralism, functionalism, behaviorism, and Gestalt psychology. It describes the emergence of cognitive psychology due to challenges to behaviorism from researchers like Chomsky and Turing. The chapter then discusses common research methods in cognitive psychology like experiments, neuroimaging, self-reports, and computer modeling before concluding with key themes such as the interaction of cognitive processes and the need for diverse research methods.
This document contains a multiple choice quiz on psychology with 59 questions spanning topics like the history and definitions of psychology, various psychological perspectives like behaviorism and humanism, research methods, biological bases of behavior, learning, memory, intelligence testing, and human development. The questions cover foundational concepts in these areas of psychology and are designed to test understanding of key terms and ideas.
Erik Erikson developed an ego psychology theory of psychosocial development across the lifespan. He proposed that people progress through 8 stages characterized by psychosocial crises that shape identity and personality. Successful resolution of each crisis results in a healthy ego and the acquisition of virtues like hope, will, purpose, competence, fidelity, love, care and wisdom. Erikson emphasized ego functions over biological urges and viewed people as social beings influenced by experiences. His theory has influenced many fields and receives research support regarding intimacy, generativity and industrial stages.
1. Albert Bandura developed social cognitive theory which expanded on social learning theory to include cognitive factors like self-reflection.
2. In his famous Bobo doll experiment, Bandura demonstrated that children learn aggression through observation and imitation of adult models. Children who observed aggressive adult models were more likely to exhibit aggressive behaviors.
3. Social cognitive theory proposes three main ways that humans learn: through direct experience, by observing others, and through self-reflection.
The document defines and provides examples of various defense mechanisms used by the ego to reduce anxiety. It lists defense mechanisms as being either immature (e.g. denial, projection, splitting) or mature (e.g. humor, sublimation, suppression). The document then provides definitions and examples of specific defense mechanisms including denial, projection, splitting, blocking, regression, somatization, identification, displacement, repression, isolation of affect, acting out, rationalization, reaction formation, undoing, passive aggressive, and dissociation.
Carl Jung was a Swiss psychiatrist who founded analytical psychology. Some key points of his theory include:
1) He proposed the collective unconscious - a reservoir of experiences shared by humanity that influences our behaviors and emotions. It contains archetypes - innate tendencies to experience things in certain ways.
2) Major archetypes include the mother, representing nurturing relationships, and the shadow, representing repressed desires and the "dark side" of humanity.
3) Dreams, myths, and spiritual experiences across cultures provide evidence of the collective unconscious and archetypes. Near-death experiences in particular suggest we are "built" to experience death in similar ways.
4) Jung diverged from Freud by arguing archetypes
This document discusses various defense mechanisms described by Sigmund Freud, including denial, displacement, intellectualization, projection, and others. Denial involves refusing to acknowledge an event has occurred. Displacement involves shifting actions from an undesirable target to a substitute target. Intellectualization avoids uncomfortable emotions by focusing on facts and logic. Projection involves assigning one's own uncomfortable thoughts or feelings to others. Freud believed these defense mechanisms help reduce anxiety arising from conflicts between the id, ego, and superego.
This document discusses theories and concepts related to persuasion and attitude change. It covers:
1) Key factors in persuasion including the communicator, communication/message, and audience. Attitude change can occur through persuasion or counter-attitudinal acts.
2) Yale's communications theory examines who says what to whom with what effect, studying communicator, message, and audience variables.
3) Dual-process models of persuasion including the Elaboration Likelihood Model and Heuristic-Systematic Model which describe central and peripheral routes to persuasion.
The document discusses key concepts in psychological science research methods. It covers the limits of intuition and common sense, the need for the scientific method in psychology, and various research techniques used including case studies, surveys, naturalistic observation, experiments, and statistical analysis. Experimental research involves manipulating independent variables, measuring dependent variables, and controlling for other factors. Statistical analysis allows researchers to describe patterns in data and make inferences about populations.
This document summarizes different types of therapies and treatments for psychological disorders. It discusses insights therapies like psychoanalysis and humanistic therapies developed by Freud and Rogers. It also covers action therapies like behavior therapies based on classical and operant conditioning. Cognitive therapies aim to help clients recognize distorted thinking and replace it with more realistic thoughts. Therapies can be individual or in group settings, and involve talk therapy, conditioning techniques, or medications to treat disorders.
The document discusses models of memory and how it works. It describes:
1) The Atkinson-Shiffrin model which proposes that stimuli are encoded into sensory memory briefly before being rehearsed in working memory and stored in long-term memory.
2) Dual-track processing with both explicit memories formed through effortful encoding and implicit memories formed automatically without awareness.
3) Encoding involves attention, rehearsal in working memory which can hold around 7 items briefly before decay, and effortful strategies like chunking, mnemonics and distributed practice to facilitate long-term storage.
Carl Jung expanded Freud's theory of the unconscious to include a collective unconscious shared among all humans. This collective unconscious contains archetypes - common patterns and symbols representing human experiences like heroes and mothers. Jung also described extraverted and introverted personality types, as well as types that make decisions rationally through thinking or feeling, and irrationally through sensation or intuition.
1) The document discusses key concepts in cognitive psychology including cognition, cognitive science, mental representation, stages of processing, and different approaches to modeling cognition like symbolic and connectionist models.
2) It also covers concepts like artificial intelligence, the Turing test, weak vs strong AI, and definitions of consciousness and self-knowledge.
3) Memory is discussed as being divided into short-term and long-term as well as different types like audio and visual. Key figures in the development of cognitive psychology are also mentioned like Tolman, Bartlett, and Ebbinghaus and their important contributions.
This document provides an overview of a psychology textbook chapter on memory. It discusses the three main processes of memory: encoding, storage, and retrieval. It describes several models of how memory works, including the information processing model and levels of processing model. It also outlines the different types of memory, including sensory memory, short-term memory, working memory, and long-term memory. Within long-term memory, it distinguishes between declarative and nondeclarative memory.
This document is a chapter from the textbook Psychology, 4th Edition. It discusses various topics relating to cognition, including thinking and mental images, problem solving, decision making, intelligence, and language. The chapter contains learning objectives, definitions of key terms, and figures to illustrate concepts. It examines theories of intelligence such as Spearman's two-factor theory and Gardner's theory of multiple intelligences.
The biopsychosocial model views health and illness as influenced by multiple interacting factors including biological, psychological, and social factors. It posits that biological events have psychological and social impacts, and vice versa. The model was first proposed by psychiatrist George Engel in the 1970s as an alternative to the biomedical model. While widely adopted, some critics argue it lacks clarity and promotes an artificial distinction between biological and psychological factors.
1. Sensation is the detection of physical stimuli by sensory receptors, while perception is the interpretation of sensory information by the brain.
2. The visual system detects color, brightness, and hue, using rods and cones in the retina to detect light, rather than functioning like a camera.
3. Gestalt principles describe how the brain organizes visual elements into meaningful patterns through principles of proximity, similarity, closure, and continuity.
Social cognition is a sub-topic of social psychology that focuses on how people process, store, and apply information about other people and social situations.
It focuses on the role that cognitive processes play in our social interactions.
The way we think about others plays a major role in how we think, feel, and interact with the world around us.
This document provides an overview of learning theories including classical conditioning, operant conditioning, and observational learning. It summarizes key experiments and findings in these areas. For classical conditioning, it describes Pavlov's experiments with dogs and conditioning and key concepts like acquisition, extinction, generalization, and discrimination. For operant conditioning, it outlines Skinner's experiments with rats in operant chambers and concepts like shaping, reinforcement schedules, and punishment. It also discusses Bandura's experiments demonstrating observational learning in children through imitation of rewarded and punished behaviors.
Associationism is one of the oldest perspectives in psychology that suggests mental processes operate through the association of mental states. A major idea of associationism is that complex ideas form from the association of simpler ideas. The British empiricists like Hobbes, Locke, Berkeley, and Hume used associationistic principles to explain mental activity. Hume differentiated impressions and ideas and proposed three laws of association: resemblance, contiguity, and cause and effect. Associationism influenced many learning theories and continues to be relevant today.
Ancient societies often attributed abnormal behavior to demonic possession or anger from the gods. Exorcisms were a common treatment method. Hippocrates was influential in arguing for natural, biological causes of mental disorders rather than supernatural ones. He categorized disorders into mania, melancholy, and phrenitis and emphasized clinical observation and heredity. Later Greek and Roman physicians and philosophers like Plato and Aristotle further studied abnormal psychology concepts, though their work was sometimes lost to popular superstition.
This document provides an overview of three types of learning: classical conditioning, operant conditioning, and cognitive learning. It includes sections that define key concepts such as associative and nonassociative learning. Examples are given of classical conditioning experiments conducted by Pavlov and Watson. Operant conditioning experiments by Thorndike and Skinner are also described. Cognitive learning theories by Tolman and Bandura involving cognitive maps and observational learning are summarized. Examples are used throughout to illustrate important principles and experiments related to the three types of learning.
This document provides an overview of sleep and consciousness. It begins by defining key states of consciousness like waking, sleeping, dreaming, and altered states. It then describes the circadian rhythm and biological clock. The stages of sleep are outlined as well as theories about why we sleep and what happens when we don't get enough. Common sleep problems like insomnia are explained along with treatments. The document also discusses hypnosis, defining it and comparing theories. Finally, it looks at psychoactive drugs, how they affect the brain, major drug categories, and addiction.
Erik Erikson developed an ego psychology theory of psychosocial development across the lifespan. He proposed that people progress through 8 stages characterized by psychosocial crises that shape identity and personality. Successful resolution of each crisis results in a healthy ego and the acquisition of virtues like hope, will, purpose, competence, fidelity, love, care and wisdom. Erikson emphasized ego functions over biological urges and viewed people as social beings influenced by experiences. His theory has influenced many fields and receives research support regarding intimacy, generativity and industrial stages.
1. Albert Bandura developed social cognitive theory which expanded on social learning theory to include cognitive factors like self-reflection.
2. In his famous Bobo doll experiment, Bandura demonstrated that children learn aggression through observation and imitation of adult models. Children who observed aggressive adult models were more likely to exhibit aggressive behaviors.
3. Social cognitive theory proposes three main ways that humans learn: through direct experience, by observing others, and through self-reflection.
The document defines and provides examples of various defense mechanisms used by the ego to reduce anxiety. It lists defense mechanisms as being either immature (e.g. denial, projection, splitting) or mature (e.g. humor, sublimation, suppression). The document then provides definitions and examples of specific defense mechanisms including denial, projection, splitting, blocking, regression, somatization, identification, displacement, repression, isolation of affect, acting out, rationalization, reaction formation, undoing, passive aggressive, and dissociation.
Carl Jung was a Swiss psychiatrist who founded analytical psychology. Some key points of his theory include:
1) He proposed the collective unconscious - a reservoir of experiences shared by humanity that influences our behaviors and emotions. It contains archetypes - innate tendencies to experience things in certain ways.
2) Major archetypes include the mother, representing nurturing relationships, and the shadow, representing repressed desires and the "dark side" of humanity.
3) Dreams, myths, and spiritual experiences across cultures provide evidence of the collective unconscious and archetypes. Near-death experiences in particular suggest we are "built" to experience death in similar ways.
4) Jung diverged from Freud by arguing archetypes
This document discusses various defense mechanisms described by Sigmund Freud, including denial, displacement, intellectualization, projection, and others. Denial involves refusing to acknowledge an event has occurred. Displacement involves shifting actions from an undesirable target to a substitute target. Intellectualization avoids uncomfortable emotions by focusing on facts and logic. Projection involves assigning one's own uncomfortable thoughts or feelings to others. Freud believed these defense mechanisms help reduce anxiety arising from conflicts between the id, ego, and superego.
This document discusses theories and concepts related to persuasion and attitude change. It covers:
1) Key factors in persuasion including the communicator, communication/message, and audience. Attitude change can occur through persuasion or counter-attitudinal acts.
2) Yale's communications theory examines who says what to whom with what effect, studying communicator, message, and audience variables.
3) Dual-process models of persuasion including the Elaboration Likelihood Model and Heuristic-Systematic Model which describe central and peripheral routes to persuasion.
The document discusses key concepts in psychological science research methods. It covers the limits of intuition and common sense, the need for the scientific method in psychology, and various research techniques used including case studies, surveys, naturalistic observation, experiments, and statistical analysis. Experimental research involves manipulating independent variables, measuring dependent variables, and controlling for other factors. Statistical analysis allows researchers to describe patterns in data and make inferences about populations.
This document summarizes different types of therapies and treatments for psychological disorders. It discusses insights therapies like psychoanalysis and humanistic therapies developed by Freud and Rogers. It also covers action therapies like behavior therapies based on classical and operant conditioning. Cognitive therapies aim to help clients recognize distorted thinking and replace it with more realistic thoughts. Therapies can be individual or in group settings, and involve talk therapy, conditioning techniques, or medications to treat disorders.
The document discusses models of memory and how it works. It describes:
1) The Atkinson-Shiffrin model which proposes that stimuli are encoded into sensory memory briefly before being rehearsed in working memory and stored in long-term memory.
2) Dual-track processing with both explicit memories formed through effortful encoding and implicit memories formed automatically without awareness.
3) Encoding involves attention, rehearsal in working memory which can hold around 7 items briefly before decay, and effortful strategies like chunking, mnemonics and distributed practice to facilitate long-term storage.
Carl Jung expanded Freud's theory of the unconscious to include a collective unconscious shared among all humans. This collective unconscious contains archetypes - common patterns and symbols representing human experiences like heroes and mothers. Jung also described extraverted and introverted personality types, as well as types that make decisions rationally through thinking or feeling, and irrationally through sensation or intuition.
1) The document discusses key concepts in cognitive psychology including cognition, cognitive science, mental representation, stages of processing, and different approaches to modeling cognition like symbolic and connectionist models.
2) It also covers concepts like artificial intelligence, the Turing test, weak vs strong AI, and definitions of consciousness and self-knowledge.
3) Memory is discussed as being divided into short-term and long-term as well as different types like audio and visual. Key figures in the development of cognitive psychology are also mentioned like Tolman, Bartlett, and Ebbinghaus and their important contributions.
This document provides an overview of a psychology textbook chapter on memory. It discusses the three main processes of memory: encoding, storage, and retrieval. It describes several models of how memory works, including the information processing model and levels of processing model. It also outlines the different types of memory, including sensory memory, short-term memory, working memory, and long-term memory. Within long-term memory, it distinguishes between declarative and nondeclarative memory.
This document is a chapter from the textbook Psychology, 4th Edition. It discusses various topics relating to cognition, including thinking and mental images, problem solving, decision making, intelligence, and language. The chapter contains learning objectives, definitions of key terms, and figures to illustrate concepts. It examines theories of intelligence such as Spearman's two-factor theory and Gardner's theory of multiple intelligences.
The biopsychosocial model views health and illness as influenced by multiple interacting factors including biological, psychological, and social factors. It posits that biological events have psychological and social impacts, and vice versa. The model was first proposed by psychiatrist George Engel in the 1970s as an alternative to the biomedical model. While widely adopted, some critics argue it lacks clarity and promotes an artificial distinction between biological and psychological factors.
1. Sensation is the detection of physical stimuli by sensory receptors, while perception is the interpretation of sensory information by the brain.
2. The visual system detects color, brightness, and hue, using rods and cones in the retina to detect light, rather than functioning like a camera.
3. Gestalt principles describe how the brain organizes visual elements into meaningful patterns through principles of proximity, similarity, closure, and continuity.
Social cognition is a sub-topic of social psychology that focuses on how people process, store, and apply information about other people and social situations.
It focuses on the role that cognitive processes play in our social interactions.
The way we think about others plays a major role in how we think, feel, and interact with the world around us.
This document provides an overview of learning theories including classical conditioning, operant conditioning, and observational learning. It summarizes key experiments and findings in these areas. For classical conditioning, it describes Pavlov's experiments with dogs and conditioning and key concepts like acquisition, extinction, generalization, and discrimination. For operant conditioning, it outlines Skinner's experiments with rats in operant chambers and concepts like shaping, reinforcement schedules, and punishment. It also discusses Bandura's experiments demonstrating observational learning in children through imitation of rewarded and punished behaviors.
Associationism is one of the oldest perspectives in psychology that suggests mental processes operate through the association of mental states. A major idea of associationism is that complex ideas form from the association of simpler ideas. The British empiricists like Hobbes, Locke, Berkeley, and Hume used associationistic principles to explain mental activity. Hume differentiated impressions and ideas and proposed three laws of association: resemblance, contiguity, and cause and effect. Associationism influenced many learning theories and continues to be relevant today.
Ancient societies often attributed abnormal behavior to demonic possession or anger from the gods. Exorcisms were a common treatment method. Hippocrates was influential in arguing for natural, biological causes of mental disorders rather than supernatural ones. He categorized disorders into mania, melancholy, and phrenitis and emphasized clinical observation and heredity. Later Greek and Roman physicians and philosophers like Plato and Aristotle further studied abnormal psychology concepts, though their work was sometimes lost to popular superstition.
This document provides an overview of three types of learning: classical conditioning, operant conditioning, and cognitive learning. It includes sections that define key concepts such as associative and nonassociative learning. Examples are given of classical conditioning experiments conducted by Pavlov and Watson. Operant conditioning experiments by Thorndike and Skinner are also described. Cognitive learning theories by Tolman and Bandura involving cognitive maps and observational learning are summarized. Examples are used throughout to illustrate important principles and experiments related to the three types of learning.
This document provides an overview of sleep and consciousness. It begins by defining key states of consciousness like waking, sleeping, dreaming, and altered states. It then describes the circadian rhythm and biological clock. The stages of sleep are outlined as well as theories about why we sleep and what happens when we don't get enough. Common sleep problems like insomnia are explained along with treatments. The document also discusses hypnosis, defining it and comparing theories. Finally, it looks at psychoactive drugs, how they affect the brain, major drug categories, and addiction.
This document covers key topics in cognitive psychology including intelligence, language, problem solving, and decision making. It defines intelligence, discusses theories of intelligence, and how intelligence is measured. It also addresses the influences of nature and nurture on intelligence and how concepts and problem solving strategies are formed. Additional sections explain reasoning processes, language acquisition, and compare human language capabilities to those of animals.
This document provides a 50 question multiple choice exam on chapters 5 and 6 of an Introduction to Psychology course. It covers topics related to classical and operant conditioning, as well as memory. Students are instructed to print their own exam, complete it at home or in class by 12:00PM using their notes and book, and bring their scantron and a printed copy of the test to class the next day to check their answers and see their score.
This document covers the topics of sensation and perception. It begins with definitions of key terms like sensation, perception, thresholds and adaptation. It then explores the senses in more detail, covering vision, hearing, taste, smell, balance and touch. Vision sections explain light waves, eye structure, and color vision. Hearing sections cover sound waves and ear structure. Later sections differentiate sensation from perception, and describe perceptual organization including Gestalt rules and constancy effects. The document concludes with sections on illusions and extrasensory perception.
This document is from a psychology textbook and covers learning through classical and operant conditioning. It defines key concepts such as reinforcement, punishment, extinction, and conditioning. Classical conditioning links an unconditioned stimulus that naturally produces a reflex response to a conditioned stimulus through repeated pairings, resulting in the conditioned stimulus eliciting the reflex. Operant conditioning is learning through consequences of behaviors, where reinforcement increases behaviors and punishment decreases them.
This document contains a pretest for psychology chapters 6 and 7 covering general psychology and memory. It includes 40 multiple choice questions testing various concepts related to memory such as the components of memory, memory processes, memory errors and biases, and factors that influence memory. The pretest will be used to assess students' knowledge of these topics prior to instruction on memory in chapters 6 and 7.
This document is from a psychology textbook that introduces students to the field of psychology. It covers the history and evolution of psychology from its early structural and functional roots to modern perspectives like behaviorism, psychoanalysis, humanism, and cognitivism. Some key figures discussed include Wilhelm Wundt, Ivan Pavlov, Sigmund Freud, B.F. Skinner, Abraham Maslow, and Carl Rogers. The document also defines psychology as the scientific study of behavior and mental processes and outlines its goals of description, explanation, prediction, and control.
This document contains 60 questions and answers about various topics in psychology, including psychological disorders, abnormal behaviors, anxiety disorders, and more. Some key points addressed include:
- The four criteria used to indicate the presence of a psychological disorder.
- Examples of maladaptive behaviors like drug/alcohol addiction and depression.
- The difference between normal and abnormal anxiety, and examples of different anxiety disorders.
- Descriptions of specific disorders like social phobia, panic disorder, generalized anxiety disorder, and obsessive compulsive disorder.
- Explanations of psychological and biological views that interpret anxiety disorders.
- Differences between post-traumatic stress disorder and acute stress disorder.
The document discusses memory and the thought processes involved. It covers the three main stages of memory: encoding, storage, and retrieval. Encoding involves processing information into memory through structural, phonemic, or semantic encoding. Memory is stored in sensory, short-term, and long-term memory. Retrieval involves recalling stored information using cues like associations or context. The hippocampus, cerebellum, and cerebral cortex are key parts of the brain involved in memory processes.
This document provides an overview of the psychoanalytic approach to personality proposed by Sigmund Freud. It discusses:
1. Freud's discovery of the unconscious mind and development of psychoanalysis using free association.
2. Freud's structural model of personality consisting of the id, ego, and superego. It also discusses Freud's concepts of libido, thanatos, and defense mechanisms.
3. Freud's psychosexual stages of development including the oral, anal, and phallic stages and how fixation at different stages can influence adult personality.
The document provides a concise introduction to Freud's seminal psychoanalytic theory of personality.
Psychology 101 Chapter 8 Life Span Developmentdborcoman
This document provides an overview of human development from prenatal development through adulthood. It covers key topics like prenatal development in 3 stages, infant and child development theories including Piaget and Erikson, adolescent physical changes and cognitive development, and adult physical and cognitive changes. Theories of love, partner selection, and adjustment to death are also addressed. The document uses text, images, videos and animations to explain human development concepts at different life stages.
This document appears to be a pretest for a psychology course covering chapters 1 and 2 on lifespan development. It contains 35 multiple choice questions testing concepts related to the scientific study of human development, research methods, and early developmental theories including psychoanalytic theory, behaviorism, and social learning theory. Key areas assessed include approaches to studying development across the lifespan, influences on development, research design and methodology, and stages of development according to Freud and Erikson.
This document is a psychology exam for a course on the life span covering chapters 18 and 19. It contains 50 multiple choice questions testing knowledge about cognitive development in adulthood and college students, relationships and intimacy, love and marriage, and emerging adulthood. The exam is due on July 14, 2009 and students must complete their Scantron during class.
This document provides an overview of the structures and processes involved in genetic transmission and the evolution of the human brain. It discusses genes, chromosomes, DNA, proteins, dominant and recessive genes, and the evolution of the human brain. It also summarizes neurons, their structure and function, communication between neurons, and reflex responses. The central and peripheral nervous systems and their subdivisions are outlined. Technologies for studying the living brain like MRI, fMRI, PET scans, EEG, stem cells research, and brain stimulation are described. The major parts and lobes of the brain are identified along with the limbic system and lateralization of brain functions. The key elements of the endocrine system are located and how hormones regulate behavior is discussed.
Psychology 101 Chapter 9 Motivation and Emotiondborcoman
This document covers various topics related to motivation and emotions, including:
- Theories of motivation such as instincts, reward pathways in the brain, and cognitive factors.
- Maslow's hierarchy of needs from physiological to self-actualization.
- Biological, psychosocial, and genetic factors influencing hunger and theories of emotions.
- The James-Lange, facial feedback, cognitive appraisal, and neuroscience theories of emotions.
- Positive psychology and factors contributing to happiness.
The document summarizes key biological processes involved in communication, behavior, growth regulation, and genetic transmission in the body. It discusses how neurons transmit signals through electrical impulses and neurotransmitters to allow internal communication. It also describes the roles of the endocrine and nervous systems in coordinating behaviors and regulating functions through hormones and neural pathways in the brain. Finally, it outlines basic principles of genetic transmission and how genes interact with environment to influence traits.
This document contains chapter sections from the 4th edition of the textbook "Psychology" by Saundra K. Ciccarelli and J. Noland White. It covers key topics relating to consciousness, including different levels of consciousness, the stages and purpose of sleep, dreaming, hypnosis, and the effects of various psychoactive drugs like stimulants, depressants, and hallucinogens. The document provides learning objectives for the chapter and definitions or explanations of important concepts in brief paragraph or bullet point form.
This document discusses different types of memory including short-term memory, long-term memory, procedural memory, priming memory, episodic memory, and semantic memory. It describes key aspects of memory such as encoding, storage, and retrieval. Different causes of memory loss are also outlined including alcohol blackout, dissociative fugue, Korsakoff's psychosis, post-traumatic amnesia, and repressed memory.
Psychology Memory and Learning Power PointMrTimBradley
This document provides an overview of memory and learning concepts. It discusses the three stages of memory (encoding, storage, and retrieval). It describes the different types of memory like sensory memory, short-term memory, and long-term memory. It also discusses how learning occurs through classical and operant conditioning, and how cognitive factors like latent learning, cognitive maps, insight, learned helplessness, and observational learning impact the learning process. Key terms and concepts related to memory and different types of learning are defined and explained with examples.
The document discusses the fact-value problem in ethics. It covers perspectives from philosophers such as Hume, Moore, Ayer, and Hare. The fact-value problem concerns whether moral values can be derived from factual statements or if there is an inherent difference between facts and values. The document also discusses metaethics and attempts to address the fact-value problem through non-cognitivist theories like emotivism and prescriptivism, as well as potential naturalist perspectives.
The document discusses the relationship between religion and morality. It examines the divine command theory, which claims morality originates with God, versus the independence thesis that morality does not depend on religion. The document also considers arguments that religion enhances morality by providing justification for moral truths, as well as counterarguments that religion has been used to justify immoral acts and threatens autonomy. In the end, the document concludes morality has independent validity whether God exists or not, but religion may still enhance morality by providing motivating reasons to be moral.
The document discusses virtue theory and compares it to action-based ethics. Virtue theory focuses on having good moral character and acting from virtue rather than duty. It argues virtues and moral character are just as or more important than following rules of right action. The document also presents a pluralistic view that both virtues and rules are necessary and complementary parts of morality.
The document discusses research on morality in animals and how it relates to human morality. It describes experiments that show animals displaying behaviors related to cooperation, fairness, and empathy. However, it notes we must be careful not to anthropomorphize animal behavior as truly moral. The document also discusses theories of how human morality may have evolved through natural selection as a way to promote cooperative social behaviors among early humans. There is an ongoing debate around whether morality is solely a product of evolution and social instincts or involves additional non-scientific philosophical factors.
The document discusses different perspectives on gender and ethics throughout history. Aristotle viewed women as naturally subservient, while Rousseau saw women as objects of sexual desire for men. Wollstonecraft argued for a gender-neutral morality. More recently, Gilligan proposed an "ethics of care" perspective focused on relationships, in contrast to Kohlberg's justice perspective. There are debates around whether gender differences are innate or socially constructed. The document concludes that both male and female approaches to ethics are needed, balancing care for others with moral rules against unjust conduct.
This chapter discusses Kant and deontological moral theories. It provides an overview of Kant's moral philosophy and the categorical imperative. The categorical imperative states that moral rules and duties must be universal and exceptionless. However, critics argue that this absolutism is problematic. The chapter then discusses Ross's theory of prima facie duties as a potential solution that allows for exceptions when duties conflict. In conclusion, it notes attempts to reconcile deontological and utilitarian approaches to ethics.
Utilitarianism is a moral theory that evaluates actions based on their consequences. It holds that an action is right if it maximizes happiness or well-being for the greatest number of people. The document discusses the classic formulations of utilitarianism by philosophers like Bentham, Mill, and others. It also analyzes two versions - act and rule utilitarianism. While utilitarianism provides a systematic approach, it is subject to criticisms around the difficulty of measuring consequences and its apparent justification of normally impermissible means to achieve good ends.
The document discusses ethical egoism and arguments for and against it. It examines two types of egoism - psychological egoism, which claims we always act in self-interest, and ethical egoism, which claims one ought to always act in self-interest. It outlines arguments that have been made in favor of ethical egoism, such as from self-satisfaction, self-deception, Hobbes, Smith, and Rand. However, it also discusses several arguments that have been made against ethical egoism, such as the inconsistent outcomes argument, publicity argument, paradox of ethical egoism, counterintuitive consequences argument, and problem of future generations. In conclusion, it states that ethical egoism embraces self-ex
The document summarizes key points from Chapter Five of the book "Ethics: Discovering Right and Wrong". It discusses social contract theory and why individuals are motivated to be moral. Specifically, it covers how Thomas Hobbes believed people act in self-interest, which leads to conflict without rules, and that rational individuals accept rules and morality via a social contract to achieve order. It also examines why society needs moral rules to function and why individuals should be moral, even if sometimes disadvantaged, for long-term self-interest and advantage.
The document discusses different views on values and the good life. It outlines eight categories of basic values including material, economic, moral and aesthetic values. It also discusses whether values are intrinsic or instrumental and whether they are objective or subjective. The document explores different theories of happiness, including hedonism and Aristotle's view that true happiness comes from living a virtuous life. It analyzes the happiness machine thought experiment and concludes some key ingredients for a happy life are action, freedom, character and relationships.
The document discusses moral objectivism and different versions of this view. It examines Thomas Aquinas' view of natural law theory, which holds that objective moral principles can be discovered through human reason and nature. Aquinas was a moral absolutist who developed the doctrine of double effect. The document also discusses moderate objectivism and the idea of a universal core morality based on principles necessary for human flourishing. While moral principles may be objective, morality is also situational in how principles are applied.
This document summarizes key concepts from Chapter Two of the book "Ethics: Discovering Right and Wrong" including ethical relativism, subjectivism, conventionalism, and criticisms of relativist positions. It discusses the diversity thesis that moral rules differ between societies and the dependency thesis that morality depends on cultural acceptance. While relativism acknowledges cultural diversity, it is criticized for undermining important values and for failing to allow for moral criticism and reform.
The document is an excerpt from an ethics textbook that discusses the murder of Kitty Genovese and introduces some key concepts in ethics. It defines ethics as the study of morality and moral philosophy. It discusses descriptive morality, moral philosophy, applied ethics and the differences between morality, religion, law and etiquette. The document also outlines some traits of moral principles like prescriptivity, universalizability, overridingness, publicity and practicability. It concludes by noting the practical benefits of studying ethics.
This document provides an overview of marketing and advertising strategies. It discusses identifying target markets and consumer preferences through marketing research approaches like surveys, observation, and experimentation. After research, businesses develop strategic plans and use models like SWOT analysis to identify their strengths, weaknesses, opportunities, and threats. The document also covers evaluating advertising claims and the influence of advertising on consumer behavior.
This chapter aims to help students learn to identify and evaluate the foundations of the American legal and political system. It discusses social contract theory and how it influenced the development of the US political system. In particular, it examines how social contract theory holds that people accept a government's authority in exchange for protection of their natural rights like freedom of speech. The chapter also outlines the three branches of government established by the US Constitution: the executive, legislative, and judicial branches, and their various powers and functions.
This chapter aims to help the reader learn to identify and evaluate scientific methods and assumptions. It discusses what science is, including that it uses empirical evidence and testing of explanations. It outlines key assumptions of science like empiricism, objectivity, and predictability. It also discusses limitations of science and examines scientific paradigms and how new theories can replace existing ones. The overall goal is to help readers think critically about science.
The document discusses mass media and provides tips for evaluating information from different media sources critically. It notes that Americans spend around 9 hours per day consuming mass media and are more influenced by media messages than they realize. As a result, it is important to learn how to think critically about what we see, hear and read from various media. The document outlines questions we should ask to thoughtfully evaluate news reports, scientific findings reported in media, social media posts, and other media messages. Developing media literacy skills like experience, interpretation and analysis can help us discern bias, reasoning, effects and other perspectives.
This chapter discusses ethics and moral decision making. It aims to help readers identify and employ ethical approaches to morality and reasoning. The chapter examines different moral theories including utilitarianism which evaluates actions based on their consequences, deontology which focuses on duties and rules, natural rights ethics which considers individual rights, and virtue ethics which emphasizes good character. It also explores moral sentiments, stages of moral development, and debates around cultural relativism versus universal ethics.
This document discusses deductive arguments and provides examples. It begins by stating the aim is to help recognize, analyze, and evaluate deductive arguments. It then provides definitions and examples of deductive arguments including syllogisms. The document examines different types of deductive arguments such as hypothetical and categorical syllogisms using diagrams and examples. It concludes by stating knowledge of deductive arguments is essential to function effectively and evaluate arguments critically.
This document provides an overview of inductive arguments. It discusses the three main types of inductive arguments: generalizations, analogies, and causal arguments. It explains that inductive arguments claim their conclusions probably follow from the premises rather than being absolutely true or false. It also provides guidance on evaluating each type of inductive argument.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
4. 6.1 Introduction
6.2 Types of Memory
L03 Describe the characteristics and functions of sensory memory,
shortterm memory, and long-term memory
L04 Describe the different types of sensory memory and long-term memory
L05 Explain why short-term memory is referred to as working memory
6.3 Encoding
6.4 Forgetting
6.5 Biological Bases of Memory
6.6 Improving Your Memory
6.7 Eyewitness Testimony
6.8 Unusual Memories
5. Memory Processes
6.1 Introduction
Click on play button
to launch animation
in browser window.
NOTE: This is an interactive Flash animation, not a movie that just plays. You might get a security warning when you try to run it.
6. Sensory Memory – Iconic Memory
6.2 Types of Memory
Without iconic memory, your world would disappear
into darkness during each eye blink.
14. Man Without Memory
6.2 Types of Memory
Click on play button
to launch video in
QuickTime player.
15. Declarative and Procedural
or Nondeclarative Memory
6.2 Types of Memory
Click on play button
to launch video in
QuickTime player.
16. 6.1 Introduction
6.2 Types of Memory
6.3 Encoding
L06 Describe automatic and effortful encoding
L07 Describe maintenance and elaborative rehearsal
L08 Explain the levels of processing theory
6.4 Forgetting
6.5 Biological Bases of Memory
6.6 Improving Your Memory
6.7 Eyewitness Testimony
6.8 Unusual Memories
17. Two Kinds of Encoding
6.7 Encoding
I bought this hat at a second-hand store
for a quarter, and then I bought these shoes from
a guy who said that he makes them from old tires…
I’ve been studying these terms
for hours and I still can’t remember
their definitions.
18. Maintenance and Elaborative Rehearsal
6.7 Encoding
Click on play button
to launch video in
QuickTime player.
19. 6.1 Introduction
6.2 Types of Memory
6.3 Encoding
6.4 Forgetting
L09 Describe the difference between the types of interference
L010 Describe how to form effective retrieval cues
L011 Discuss what repressed memories are, how
they may be implanted, and their accuracy
6.5 Biological Bases of Memory
6.6 Improving Your Memory
6.7 Eyewitness Testimony
6.8 Unusual Memories
34. Mnemonic Methods of Loci and Peg
6.6 Improving Your Memory
Click on play button
to launch video in
QuickTime player.
35. 6.1 Introduction
6.2 Types of Memory
6.3 Encoding
6.4 Forgetting
6.5 Biological Bases of Memory
6.6 Improving Your Memory
6.7 Eyewitness Testimony
L015 Describe the accuracy of memory and its potential
consequences in eye witness testimony
6.8 Unusual Memories
36. Accuracy of Eyewitness Testimony
6.7 Eyewitness Testimony
An eyewitness picked
Ronald Cotton out of a
lineup and spent 10
years in prison.
Bobby Poole was
proven to be the
actual offender after
DNA evidence.
37. 6.1 Introduction
6.2 Types of Memory
6.3 Encoding
6.4 Forgetting
6.5 Biological Bases of Memory
6.6 Improving Your Memory
6.7 Eyewitness Testimony
6.8 Unusual Memories
L016 Describe photographic memory, super-recognizers, and flashbulb memory
38. Photographic Memory
6.8 Unusual Memories
Tatiana Cooley paired
70 names and faces
after studying a stack
of 100 faces for just 20
minutes at a national
memory contest.
39. Flashbulb Memory
6.8 Unusual Memories
Examples of
Flashbulb Memories
Car accident
High school graduation
Senior prom
18th
birthday
First date
40. Erasing Bad Memories
Think Critically
Propranolol may be
used in the future to
modify or permanently
erase memories.
Editor's Notes
This chapter tells us about the process of making and retrieving MEMORIES
It will define Memory -
Tell us about the different types of Memory
How we process Memories
The biological bases of Memory and also tips on how to improve your memory -
as well as the value of eyewitness testimony and some other unusual types of memories.
How many of you can tell me the number Pi? It is actually an infinite number…how many digits did you recall?
Well Daniel Tammet can remember 22,514 digits. We’ll see his amazing feat of memory in this video.
MEMORY is defined as the ability to retain information over time using three processes:
Encoding – that is either automatic or effortful, meaning it takes a concentrated effort to accomplish –
storing, and
retrieving.
Memories are not exact replicas of reality, they are subject to error and bias – they are an individual’s concept of events based on their own unique perceptions.
SENSORY MEMORY is the initial process that receives and holds incoming information from the environment in its raw form. It only lasts for a fraction of a second to a few seconds at most.
ICONIC MEMORY refers to visual images
ECHOIC MEMORY refers to auditory information.
It only lasts a couple of seconds also and allows you to play back things you thought you didn’t hear.
SENSORY MEMORY allows us to not become overwhelmed with all the incoming information that bombards our senses continually.
It gives us time – even if only a few seconds to decide if it something we really need or something we can discard, and it –
Provides a perception of stability and continuity in how we perceive the incoming information.
SHORT-TERM MEMORY – a.k.a WORKING MEMORY refers to the process that can hold a limited amount of information (average of 7-9 items) for a limited amount of time (about 2 to 30 seconds) before discarding it or moving it to the next stage of the memory process
This video shows how short-term memory works.
Even though short-term memory has a limited number of items it can handle at one time, there are some interesting techniques that can help us increase that capacity.
CHUNKING is the way we break long lists of things down into smaller pieces of information grouped together.
If you recall Tammet’s extraordinary feat of memorization you can see that he uses a form of Chunking to help him accomplish that. He is also assisted by the rare quality of synesthesia that gives colors and shapes to the numbers.
Our short-term memory allows us to pay attention and select information that is important to us and discard that which we don’t need.
It gives us an opportunity to rehearse things until we can decide what we want to do with them, and it helps us to store or encode things into our long-term memory banks.
The final destination of all the incoming information that we’ve decided to keep gets committed to our LONG-TERM MEMORY.
Here we can store virtually unlimited amounts of information over long periods of time.
When people use the term “remembering” they generally mean retrieving that information and putting it back into the short-term area so it can be used.
The key to successful retrieval lies in the effectiveness of the original encoding.
An interesting phenomenon of memory is the PRIMACY/RECENCY EFFECT.
It basically points out to us that we tend to remember the first thing we hear or see (PRIMACY) and the last thing (RECENCY) but the stuff in the middle sort gets lost in the shuffle.
This video is about Clive Wearing, who suffered brain damage that affected his ability to retain memories in long-term memory storage. He sees and hears and his intelligence is not diminished but he only perceives the world in short increments. After a couple of minutes the memories are gone and it’s like he continually wakes up in a new world every few minutes. No past, no future, only the briefest of “nows”.
DECLARATIVE MEMORY includes:
SEMANTIC MEMORY that is knowledge of facts, concepts, words, definitions and language rules – and
EPISODIC MEMORY that is more for events, experiences, or activities.
This video shows how the brain processes declarative and nondeclarative memory which is our memory for motor skills and emotional behaviors and some cognitive skills like learning to read.
Automatic Encoding is the transfer of information from short-term into long-term memory without any effort and you usually are even aware you are doing it.
Examples of this process would be:
Episodic information, such as conversations you’ve had, clothes you bought, or food you ate.
Semantic information, such as interesting facts.
Procedural information, like how to ride a bike, or play an instrument.
Effortful Encoding, involves transferring information from short-term to long-term but unlike the automatic kind, you have to work at this one. You can either repeat and rehearse the information or try to make associations between new and old information so it will stick with you.
Remember the levels –of-processing theory states that how well you remember is dependent on how well it is encoded.
Now you should be to the intro slide that says: “Forgetting” and all should be in order from here.
Sometimes we can’t remember things because the retrieval process gets interfered with and blocks access to the memories.
PROACTIVE INTERFERENCE is when old information (things we learned earlier) blocks or gets in the way of remembering more recently learned or newer information.
PROACTIVE INTERFERENCE happens when new information gets in the way of retrieving older information.
RETRIEVAL CUES are mental reminders or HINTS we create for ourselves to help us remember things.
The more vivid the cues the better the chance of remembering
Most of us have experienced the feeling of trying to remember a certain word or name and it just won’t quite come to us… we say “It’s right on the TIP OF MY TONGUE!”
The harder you try to remember it the more it evades us.
It is best to just move on to something else and later when you aren’t concentrating on so hard, it will usually spontaneously pop into your mind!
STATE-DEPENDENT LEARING simply means it is easier to recall something when you are in the same physical, or emotional state or setting as when you originally encoded it.
If you want to do well on a test try studying in the same room that you will be taking the test in.
REPRESSION is of course a Freudian concept that says we push threatening or traumatic events deep into our subconscious minds to avoid dealing with or confronting the frightening event.
It has been a highly controversial issue – especially when dealing with the repression of sexual abuse.
Extensive research shows that FALSE MEMORIES can indeed be implanted in children and adults. This causes problems when the false, implanted memory is recalled as true.
This video shows us how easily false memories can be implanted.
There is no single one part of the brain designated to memory…instead different types of memories are stored in different parts of the brain
The CORTEX, the thin layer of brain cells covering the surface of the brain stores both SHORT-TERM (like remembering a new pone number just long enough to dial it) AND LONG-TERM MEMORIES such as the lyrics to a song.
The AMYGDALA show here in blue, processes and stores emotionally charged experiences.
This video shows us what happens in the brain when we are exposed to an emotionally charged event.
The HIPPOCAMPUS shown in blue, is vital to committing memories to long term storage… it is like pressing the save button on your computer.
If it is damaged it can result in the inability to save declarative memories, like words or personal events.
This is the part of the brain that was damaged in Clive Wearing when experienced a very high temperature.
We all are forgetful to some degree and can use all the help we can in remembering things we need. There are several methods that have proven helpful, as we’ll see on the next slides. They are called MNEMONIC devises.
METHOD OF LOCI is a technique that creates visual associations between already memorized places and new items to be memorized.
THE PEG METHOD creates associations between number-word rhymes and the items to be remembered.
This animation shows the process.
EYEWITNESS TESTIMONY is the identification of an individual that someone believes they saw committing a crime or in other highly emotionally charged situations.
Eyewitness testimony is given the highest credibility in a court of law, but it is actually the least credible type of testimony there is.
One of the pitfalls is known as “own-race bias”, meaning we find it difficult to tell the differences in faces of members of a race other than our own.
These photos are of two men, one convicted of a crime that the other committed based solely on the testimony of an eyewitness.
Many people have been wrongly convicted of crimes based on what an eyewitness thought they saw, but new technology and DNA testing are proving just how fallible it actually is.
PHOTOGRAPHIC MEMORY is the ability to form sharp, detailed visual images of something after looking at it for only a short time.
It is an extremely rare occurrence, and is usually just mislabeling of other memory techniques.
FLASHBULB MEMORIES are memories that vivid and detailed about highly emotional events we’ve experienced.
We can all recall exactly where we were and what we were doing when we heard about 9/11
Most of the time we are concerned with keeping and improving memories…but sometimes there are memories that are painful and cause us emotional distress that we wish we could erase from our memory files.
There is a new drug – propranolol that shows some promise in achieving that goal…however the ethical issues involved with such a process are very controversial and problematic.