Write a 5–6-page summary of what you learned from three chosen scholarly sources that relate to the memory issue presented in a movie. Explain how the sources relate to what you learned about how memory functions. In this assessment, you will be able to explain to others how research findings apply to a particular memory issue. Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. Capella Resources Click the links provided to view the following resources: APA Paper Template . APA Style and Format . SHOW LESS Capella Multimedia Click the links provided below to view the following multimedia pieces: Human Memory I: Conceptual Approaches   |   Transcript . Life Without Memory  |   Transcript . Course Library Guide A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the  PSYC-FP3500 – Learning and Cognition Library Guide  to help direct your research. Library Resources The following e-books or articles from the Capella University Library are linked directly in this course: Brenneis, C. B. (2000).  Evaluating the evidence: Can we find authenticated recovered memory? Psychoanalytic Psychology ,  17 (1), 61–77. Lange, E. B., & Verhaeghen, P. (2009).  No age differences in complex memory search: Older adults search as efficiently as younger adults .  Psychology and Aging ,  24 (1), 105–115. Loftus, E. F. (2003).  Make-believe memories .  American Psychologist ,  58 (11), 867–873. Berman, M. G., Jonides, J., & Lewis, R. L. (2009).  In search of decay in verbal short-term memory .  Journal of Experimental Psychology: Learning, Memory, and Cognition ,  35 (2), 317–333. Broekkamp, H., & Van Hout-Wolters, B. H. A. M. (2007).  Students' adaptation of study strategies when preparing for classroom tests .  Educational Psychology Review ,  19 (4), 401–428. Delaney, P. F., & Verkoeijen, P. P. J. L. (2009).  Rehearsal strategies can enlarge or diminish the spacing effect: Pure versus mixed lists and encoding strategy .  Journal of Experimental Psychology: Learning, Memory, and Cognition ,  35 (5), 1148–1161. Ferla, J., Valcke, M., & Schuyten, G. (2008).  Relationships between student cognitions and their effects on study strategies .  Learning and Individual Differences ,  18 (2), 271–278. Brainerd, C. J., Reyna, V. F., & Ceci, S. J. (2008).  Developmental reversals in false memory: A review of data and theory .  Psychological Bulletin ,  134 (3), 343–382. McCauley, M. R., & Fisher, R. P. (1995).  Facilitating children's eyewitness recall with the revised cognitive interview .  Journal of Applied Psychology ,  80 (4), 510–516. Bookstore Resources The resources listed below are relevant to the topics and assessments in this course and are not required. Un.

1. Write a 5–6-page summary of what you learned from three
chosen scholarly sources that relate to the memory issue
presented in a movie. Explain how the sources relate to what
you learned about how memory functions.
In this assessment, you will be able to explain to others how
research findings apply to a particular memory issue.
Suggested Resources
The following optional resources are provided to support you in
completing the assessment or to provide a helpful context. For
additional resources, refer to the Research Resources and
Supplemental Resources in the left navigation menu of your
courseroom.
Capella Resources
Click the links provided to view the following resources:
APA Paper Template
.
APA Style and Format
.
SHOW LESS
Capella Multimedia
Click the links provided below to view the following
multimedia pieces:
Human Memory I: Conceptual Approaches
|
Transcript
.
Life Without Memory
|
Transcript
.
Course Library Guide
A Capella University library guide has been created specifically
for your use in this course. You are encouraged to refer to the
resources in the
PSYC-FP3500 – Learning and Cognition Library Guide

2. to help direct your research.
Library Resources
The following e-books or articles from the Capella University
Library are linked directly in this course:
Brenneis, C. B. (2000).
Evaluating the evidence: Can we find authenticated recovered
memory?
Psychoanalytic Psychology
,
17
(1), 61–77.
Lange, E. B., & Verhaeghen, P. (2009).
No age differences in complex memory search: Older adults
search as efficiently as younger adults
.
Psychology and Aging
,
24
(1), 105–115.
Loftus, E. F. (2003).
Make-believe memories
.
American Psychologist
,
58
(11), 867–873.
Berman, M. G., Jonides, J., & Lewis, R. L. (2009).
In search of decay in verbal short-term memory
.
Journal of Experimental Psychology: Learning, Memory, and
Cognition
,
35
(2), 317–333.
Broekkamp, H., & Van Hout-Wolters, B. H. A. M. (2007).

3. Students' adaptation of study strategies when preparing for
classroom tests
.
Educational Psychology Review
,
19
(4), 401–428.
Delaney, P. F., & Verkoeijen, P. P. J. L. (2009).
Rehearsal strategies can enlarge or diminish the spacing effect:
Pure versus mixed lists and encoding strategy
.
Journal of Experimental Psychology: Learning, Memory, and
Cognition
,
35
(5), 1148–1161.
Ferla, J., Valcke, M., & Schuyten, G. (2008).
Relationships between student cognitions and their effects on
study strategies
.
Learning and Individual Differences
,
18
(2), 271–278.
Brainerd, C. J., Reyna, V. F., & Ceci, S. J. (2008).
Developmental reversals in false memory: A review of data and
theory
.
Psychological Bulletin
,
134
(3), 343–382.
McCauley, M. R., & Fisher, R. P. (1995).
Facilitating children's eyewitness recall with the revised
cognitive interview
.

4. Journal of Applied Psychology
,
80
(4), 510–516.
Bookstore Resources
The resources listed below are relevant to the topics and
assessments in this course and are not required. Unless noted
otherwise, these materials are available for purchase from the
Capella University Bookstore
. When searching the bookstore, be sure to look for the Course
ID with the specific
–FP
(FlexPath) course designation.
Terry, W. S. (2009).
Learning and memory: Basic principles, processes, and
procedures
(4th ed.). Boston, MA: Allyn and Bacon.
You may find Chapters 7, 8, 9, and 10 particularly relevant to
the topics in this assessment.
Assessment Instructions
Write a 4–5-page summary of what you learned from three
chosen scholarly sources that relate to the memory issue
presented in a movie. Explain how the sources relate to what
you learned about how memory functions.
Preparation
To prepare for this assessment, complete the following:
Memory issues are common themes for movies, theater
productions, and television shows. Select and view one movie
that illustrates an important effect of memory. Some possible
choices are
Memento
(2000),
50 First Dates
(2004),
Eternal Sunshine of the Spotless Mind
(2004),

5. The Notebook
(2004), and
Total Recall
(1990).
Find at least three scholarly or peer-reviewed sources that
address the problem in memory and help you better understand
the causes and consequences of the memory issue portrayed in
the movie. Think about the accuracy with which the character(s)
is portrayed as an individual who has the memory condition.
Research the difference between semantic, episodic, and
procedural memory.
Directions
For this assessment, complete the following:
Briefly describe the plot of the movie you selected and the main
character(s) involved. Explain why you chose the movie in
relation to the memory issue of interest, and how the movie
illustrates the memory effect of interest (about one paragraph).
Using the three scholarly sources you found that relate to the
memory issue presented in the movie, summarize what you
learned from the sources and explain how the sources relate to
what you learned about how memory functions.
Taking into account what you have learned about memory,
describe what was realistic about the movie's presentation and
what inaccuracies you identified. What would you change in the
movie to make a more accurate presentation? What type of
memory system was dealt with in the movie (semantic, episodic,
or procedural)?
Describe and incorporate the relevant scholarship and
theories—what is known about the condition and what the
problems or unresolved issues are that have yet to be
researched—as it relates to the memory condition presented in
the movie.
Strive to be as concise as possible and limit the length of your
completed assessment to 4–5 pages, in addition to the title page
and references page. Support your statements and analyses with
references and citations from at least three resources.

6. Additional Requirements
Include a title page and a reference page.
Use at least three resources.
Follow APA format.
Note
: You may use the APA Paper Template linked in the Resources.
This resource is not required.
Use 12-point, Times New Roman font.
Double-space your paper.
Human Memory Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Summarize scholarly research articles related to memory.
Does not summarize scholarly research articles related to
memory.
Partially summarizes scholarly research articles related to
memory, but the summaries are incomplete.
Summarizes scholarly research articles related to memory.
Summarizes the key points of scholarly research articles related
to memory in a clear and concise manner.
Explain how research findings apply to a particular memory
issue.
Does not identify how research findings apply to a particular
memory issue.
Identifies ways in which research findings relate to a particular
memory issue, but provides little or no explanation.
Explains how research findings relate to a particular memory
issue.
Analyzes how research findings apply to a particular memory
issue and supports conclusions with a strong rationale.
Describe the problems and unresolved issues within a particular
area of research.
Does not identify the problems and unresolved issues within a

7. particular area of research.
Identifies the problems and unresolved issues within a
particular area of research, but provides little or no description.
Describes the problems and unresolved issues within a
particular area of research.
Describes the problems and unresolved issues within a
particular area of research and supports conclusions with a
strong rationale.
Apply theory and research to a particular memory issue.
Does not apply knowledge of theory and research to a particular
memory issue.
Attempts to apply theory and research to a particular memory
issue, but the knowledge or application is incomplete or
inappropriate to the situation.
Applies theory and research to a particular memory issue.
Applies theory and research to a particular memory issue and
supports conclusions with a strong rationale.
Write coherently to support a central idea with correct grammar,
usage, and mechanics as expected of a psychology professional.
Writing does not support a central idea. Does not use correct
grammar, usage, and mechanics as expected of a psychology
professional.
Writes to support an idea, but the writing is inconsistent and
contains numerous errors of grammar, usage, and mechanics.
Writes to coherently support a central idea with few errors of
grammar, usage, and mechanics.
Writes coherently, using evidence to support a central idea with
correct grammar, usage, and mechanics, as expected of a
psychology professional.
Successfully implement APA style.
Does not apply proper APA formatting and style.
Written communication is adequate but has some APA errors
and inconsistencies.
Successfully implements APA style with only minor errors in
format.

8. Applies scholarly writing skills, and uses proper APA
formatting and style in the body of the paper and references list.