PSYC 358 Lecture Notes - Lecture 7: Demand Characteristics, Interference Theory, Cognitive Psychology
Document Summary
Memory and forgetting in the lab and real world. Announce: exam info: more conceptual than nitpicky, how concepts and data fit together, not just the name, understand ideas, not dominated by brain questions, mix of what is in textbook and in class. Substantial size questions- what you learned about, what theme: one more creative, other analytic. Idea that some kinds of information that we experience have really long lasting power, that really stick. Memory of adults for hs yearbooks and spanish. Success in free recall (10 years) then declines significantly. E(cid:454)pla(cid:374)atio(cid:374)s : overlearning, sometimes we experience some information with such a strong degree of repetition and relevance that we overlearn it, distributed practice, we learn the best when we get a learning opportunity and then smth else. Instead of all exposure massed together (reminiscence bump?: period of time in teens when lots of stuff are accessible to you. A major factor at encoding: the timing of practice.
