Chapter 8: Everyday Memory Flashcards
(17 cards)
Autobiographical Memory
Memory for specific experiences from our life which can include both episodic (times, places, events), and semantic (facts, words, problem solving) memories.
Infantile Memory
The inability of adults to retrieve episodic memories
Reminiscence Bump
The enhanced memory for adolescence and young adulthood found in people over 40
Life-Narrative Hypothesis
Life identity is determined at this time, memory is better for these crucial events
Cognitive Hypothesis
Proposes that periods of rapid change that are followed by stability cause stronger encoding of memories
Cultural Life Script Hypothesis
Distinguishes between a person’s life story which is all of the events that have occurred in a person’s life
Flashbulb Memory
Circumstances surrounding hearing about shocking and highly charged events
Now Print” Hypothesis (Brown & Kulik, 1977)
Flashlight bulb memory like a photograph, never changes, decays
Talarico & Rubin (2003)
Tested the now print hypothesis
Tested it for 9/11 and another everyday event
Memory declines overtime
Construction of Memory
What people report as memories are constructed based on what actually happened plus additional factors, such as the person’s knowledge, experiences, and expectations.
DRM False Memory paradigm (Roediger & McDermott, 1995)
- Present list of words that are related to a particular category or critical target
- Do not include target word on the list
- Participants falsely recall the target word
Misinformation Effect (Loftus et al. 1978)
-How fast were the cars going when they hit each other, versus smashed into each other.
-Was there any broken glass?
-Added in words or changed certain phrases to trick people up
(Think Brain Games)
Memory Trace Replacement Hypothesis
- Process of making a judgement replaces original memory
- Reactivating Memories makes them fragile
Retroactive Interference
New memories created at judgement make it harder to remember the original memories
Source Monitoring Errors
The “what” of the suggestion becomes combined with the “who” of the original event
False Memories (Hyman, Husband, & Billings, 1995)
Parents give students real memories, and two false memories. The students actually believed the memories, and elaborated on the fake memories.
Weapon Focus (Stanny & Johnson, 2000)
Investigating memories of crime scenes found that the presence of weapons hinders memory for other parts of the events
