Question 1

Distinguish between the encoding failure, decay, and interference theories of forgetting and provide an example of each.

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Question 2

Define and provide original examples for each type of long-term memory: explicit, procedural, episodic, and semantic.

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Question 3

Identify and describe two of the mnemonic devices reviewed in the textbook. Explain how these devices capitalize on chunking and elaborative rehearsal to improve memory.

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Question 4

Long-term memories are often inaccurate, even when people are convinced they are correctly remembering past events. Support this statement with reference to the misinformation effect and rich False memories. Cite at least example of empirical research by Loftus and her colleagues. What implications does the malleability of memory have for the controversy surrounding the recovery of repressed memories of abuse?

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Question 5

Describe anterograde and retrograde amnesia, as well as Alzheimer's disease. Provide a detailed response.

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Question 6

Describe the case of Henry Molaison, also known as H. M. What did H. M.'s case tell psychologists about the role of the hippocampus in memory? Identify the role of two of these structures in memory: a) cerebellum; b) amygdala; c) prefrontal cortex.

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Question 7

The textbook suggests that to study smarter and improve memory, one should 1) organize information, 2) give oneself time, 3) make connections, and 4) get some rest. Justify this advice making explicit reference to such concepts as elaborative encoding and distributed practice.

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Question 8

Identify the four components of working memory according to the Baddeley and Hitch model. Briefly explain the function of each component.

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Quiz 6: Learning