Class Notes (839,330)
Canada (511,272)
Psychology (3,528)
PSY270H1 (202)
Lecture

Chapter 7-psy270.docx

6 Pages
119 Views

Department
Psychology
Course Code
PSY270H1
Professor
Gillian Rowe

This preview shows pages 1 and half of page 2. Sign up to view the full 6 pages of the document.
Description
Chapter 7 (Memory Errors)  autobiographical memory  recollected events that belong to person’s life  can be experienced in two ways: 1. field perspective – remembering event as you are seeing it; more likely to observe recent memories 2. observer perspective – remembering an event as observed from the outside (seeing yourself in the event); more likely to observe more remote memories  visual experience plays an important role in forming autobiographical memory patients who had damage to the visual cortex lost autobiographical memory (visual stimuli was not present to serve as retrieval cue)  difference in laboratory and autobiographical memory  experiment participants were told to take pictures of the campus, later were shown their pictures and pictures someone else took; after period of time shown these pictures again and the brain was scanned; result A pics and L pics activated many of the same regions of the brain, mainly MTL (hippocampus); A pics however activated more extensive network of brain areas (elicited memory of taking the picture)  reminiscence bump – enhanced memory for adolescence and young adulthood that can be demonstrated in people over 40 years old  life-narrative hypothesis – people assume their life identities during this time (lots of “firsts”)  cognitive hypothesis – encoding is better during periods of rapid change followed by period of stability  for people who immigrate later in their life the reminiscence bump shifts (predicted by hypothesis)  cultural life script hypothesis – events are easier to recall when they fit the cultural life script for that person’s culture  flashback memories – person’s memory for hearing about shocking, highly emotional events  Brown and Kulik  flashback memories are remembered for long periods of time, highly vivid and detailed  “now print” mechanism is involved with flashback memories -they are like photographs that resist fading  assumption flawedasked people about flashback memories, but there no way to determine if they were accurate  repeated recall – measuring person’s memory after the stimulus then days, months, years later  space shuttle experiment  participants filled questionnaire after the explosion, then were tested on their memory 3 years later memory changed  memories are often inaccurate and lack in detail  world trade centre experiment  participants filled questionnaire after the attach about ordinary memory that occurred days before the attach and flashback memory of the attack; then were tested on their memory 32 weeks later memory for both events declines, people were more confident about the flashback memory  narrative rehearsal hypothesis – we can remember flashback memories somewhat better than everyday memories because we constantly rehearse them (seeing on TV)  flawed because those are not flashback memories of how you heard about the event The constructive nature of memory  constructive approach to memory – memories are based on what actually happened plus the additional factors such as person’s knowledge, expectations and experiences  Bartlet’s “war of ghosts” experiment  participants read the story, then asked them to come back a number of times to recall the story over and overthe story was reconstructed based on the culture in which each of the participants were raised  guesses about high school grades  college students were asked to recall their highschool grades; most of them inflated the gradesgood students constructed their memory based on the experience of receiving good grades  source memory – process of determining the origin of memories  source monitoring error (source misattribution) – misidentifying the source of memory  “becoming famous over night” experiment  participants presented with the list of nonfamous names; then told they were not famous 1..in the immediate test they were presented with the list of same nonfamous people, nonfamous they’ve never seen and famous names correctly identified old non famous names as non famous 2. in the same test 24 hrs later many identified the old nonfamous names as famous  source monitoring error the name is familiar but not sure from where you know it  making inferences  experiment list of sentences  people were presented with the list of sentences; when asked to recall the sentences specific words in the sentences became different (vanishes became melted, hit became smashed)  the inferences are based on knowledge gained through experience  experiment bird house  two groups: experimental and control; experimental – he was pounding the nail; control he was looking for the nailexperimental remembered seeing hammer in the sentence, control didn’t  experiment baseball game  two groups: people who knew baseball and those who didn’t; both
More Less
Unlock Document

Only pages 1 and half of page 2 are available for preview. Some parts have been intentionally blurred.

Unlock Document
You're Reading a Preview

Unlock to view full version

Unlock Document

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit