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- Quality: relevance to chapter material and use of text content increases point value
- Take this Memory Test (Links to an external site.)from Psychology Today and summarize your results. Did it seem like an accurate assessment of your memory?
- Has this chapter on memory helped you better understand how to study more effectively? How so? What study hints do you have for other students? Did the “Powering Up Your Memory” section in Applying Psychology [text module 6.3] offer useful advice?
- How should eye witness testimony be regarded in legal proceedings?
- Have you known someone to suffer amnesia? What was the experience?
- Is Googling facts ruining our memory? How many phone numbers and emails of your friends and relatives do you know without using a phone or computer? With all the electronic devices available to help us remember, is it worth the effort to improve your memory?
- What is your earliest memory? What was the incident and how old were you? Note research suggests that, although babies can remember nondeclarative abilities (learning to walk and talk), they cannot remember declarative memories (autobiographical events or experiences) at all until they are about 2 years old. The research also showed 40% of people’s first memories are fictional or reconstructed later. What do you think?
- How do you get out of that tip-of-the-tongue state when you are trying to remember something?
- Give examples from your own life of Sensory Memory, Short-Term Memory, Long-Term Memory – and how they interact.
- Have you ever taken two classes back-to-back that cause interference with each other? Was the interference proactive or retroactive? What are the advantages to a student in having final examinations that are spaced over the course of a week, as opposed to over the course of two days, from the standpoint of proactive interference and retroactive interference