After completing Chapter 9, students should be able to:
- Describe the function, capacity, and duration of sensory, working, and long-term memory in the modal1 model.
- Distinguish between working and long-term memory, and how the control processes of attention, encoding, and retrieval move information between memory stores.
- Describe the preattentive processing model of attention.
- Explain how studies of selective listening and selective viewing demonstrate people's ability to attend to, and monitor, relevant and irrelevant stimuli.
- Describe the effect of practice on the ability to divide attention, making sure to mention Green and Baveller’s research with video games.
- Outline Baddeley's three proposed components of working memory, citing the evidence for each.
- Discuss the evidence for and against the role of repetition in encoding into long-term memory.
- Discuss the evidence that thinking deeply about something makes it more likely to be encoded into long-term memory.
- Explain how organization and visualization can improve memory.
- Contrast retroactive and proactive interference, as causes of forgetting, and describe the conditions under which these effects are most likely to occur.
- Explain why association by contiguity and similarity seem to be useful for understanding the organization of knowledge, and describe the spreading-activation network model of memory.
- Describe evidence that cues that were prominent during original encoding are most useful as retrieval cues and how environmental context can affect memory by providing retrieval cues.
- Explain the effect of construction on memory, including the roles of schemas and subsequent misleading information, and discuss whether hypnosis affects memory.
- Compare and contrast explicit and implicit memory, noting the varieties of implicit memory.
- Discuss the neuropsychological evidence for multiple memory systems.
- See Link
- Part 5: The Human Intellect
Text Colour Conventions (see disclaimer)
- Blue: Text by me; © Theo Todman, 2018
- Mauve: Text by correspondent(s) or other author(s); © the author(s)