MEMORY and COGNITION MIND MAPS *AP Course Topic: Memory Topics Weight on AP Exam: 8%-10% Part of Cognitive Psychology Textbook Reading: ● Unit VII | Cognition ● Module 31, Module 32, Module 33, Module 34, Module 35, Module 36 Mind Maps Outline ● Reading Guides for Modules (Student Directed) ● In Class Lecture/Activities ● Tips for Improving Learning (Resource) Name: Period: Dates to Know *Subject to Change Multiple Choice ____________________ FRQ _________________________ ____ Essential Questions ❏ What is memory? ❏ How can we improve our encoding of memories? ❏ Are parts of the brain more important to memory than others? ❏ What is the relationship between getting information into and out of memory? ❏ Can forgetting ever be a good thing? ❏ How can we make our memory retrieval more reliable? ❏ How can we improve memory? Key Terms & Concepts to Remember memory, encoding, storage, retrieval, parallel processing, sensory memory, short-term memory, long-term memory, working memory, explicit memory, effortful processing, automatic processing, implicit memory, iconic memory, echoic memory, chunking, mnemonics [nih-MON-iks], spacing effect, testing effect, shallow processing, deep processing, hippocampus, flashbulb memory, long-term potentiation (LTP), recall, recognition, relearning, priming, mood-congruent, memory, serial position effect, anterograde amnesia, retrograde amnesia, proactive interference, retroactive interference, repression, misinformation effect, source amnesia, déjà vu Key Contributors to Remember Noam Chomsky, Hermann Ebbinghaus, Wolfgang Kohler, Elizabeth Loftus, George A. Miller Brain Break - AP Psychology | 1
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MEMORY and COGNITION MIND MAPS *AP
Course Topic: Memory Topics Weight on AP Exam: 8%-10% Part of Cognitive Psychology
Textbook Reading:● Unit VII | Cognition ● Module 31, Module 32, Module 33, Module 34,
Module 35, Module 36
Mind Maps Outline● Reading Guides for Modules (Student Directed)● In Class Lecture/Activities ● Tips for Improving Learning (Resource)
Name:
Period:
Dates to Know *Subject to Change
Multiple Choice ____________________
FRQ _____________________________
Essential Questions❏ What is memory?❏ How can we improve our encoding of memories?❏ Are parts of the brain more important to memory than others?❏ What is the relationship between getting information into and out of memory?
❏ Can forgetting ever be a good thing?❏ How can we make our memory retrieval more reliable?❏ How can we improve memory?
Key Contributors to RememberNoam Chomsky, Hermann Ebbinghaus, Wolfgang Kohler, Elizabeth Loftus, George A. Miller
Myers’ Psychology for AP, Third EditionModule 31: Studying and Building Memories
1. How does Alan Baddeley and other challenge Atkinson and Shiffrin’s view of short-term memory?
2. How do explicit and implicit memories differ?
3. What are the two extremes of memory recall ability?
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4. What information do we automatically process?
5. What is the capacity of our short-term and working memory?
6. What are some effortful processing strategies that can help us remember new information?
7. What are the results of massed practice and distributed practice?
8. What is the testing effect?
Module 32: Storing and Retrieving Memories 1. What roles do the frontal lobes and hippocampus play in memory processing?
2. What roles do the cerebellum and bask ganglia play in our memory processing?
3. How do emotions affect our memory processing?
4. How is long-term potentiation (LTP) connected to our memory?
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5. What are the three measures of retention?
Module 33: Forgetting, memory construction and memory improvement 1. Why do we forget?
2. What is the difference between anterograde amnesia and retrograde amnesia?
3. Describe Hermann Ebbinghaus’ research on storage decay.
4. Describe Elizabeth Loftus’ research on the misinformation effect.
5. How does source amnesia help explain deja vu?
6. How reliable are young children’s eyewitness descriptions, and why are reports of repressed and recovered memories so hotly debated?
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7. Which of the study and memory strategies suggested in this section will work best for you?
Proactive (Previous) P - Proactive Interference
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InterferenceO - Old information
blocks out new Information
R - Retroactive Interference
N - New information interferes with old
memories
Cognition
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Essential Questions ❏ What are the best strategies forproblem solving?❏ How can we avoid making baddecisions?❏ What is language?❏ How do we develop and processlanguage?❏ Does language influencethought? Or vice versa?❏ What is intelligence?
❏ Who is smarter, someone who is good at many things, or one thing?❏ What does it mean to beemotionally intelligent?❏ Where in our brain doesintelligence operate?❏ Why do we need intelligencetesting?❏ Do modern tests of mentalabilities sufficiently measureintelligence?❏ What makes a good test?
❏ Can intelligence change overtime?❏ What does it mean to have adifferent kind of intelligence?❏ Are you a product of your genesor your environment?❏ What environmental influencesaffect our behavior most?❏ Why do different peopleperform differently onintelligence tests?❏ What makes a test biased?❏ How can we fix biased tests?
Key Contributors to RememberCharles Spearman, Howard Gardner, Robert Sternberg, Alfred Binet, Francis Galton, Lewis Terman, David Wechsler
Myers’ Psychology for AP, Third EditionUnit 7: Cognition Module 34: Thinking, Concepts and Creativity
1. What is cognition?
2. What is the difference between convergent thinking and divergent thinking?
3. According to Robert Sternberg, what are the five components of creativity?
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Module 35: Solving Problems and Making Decisions
1. Name and define two problem-solving strategies. Next, explain an advantage each has
over the other.
2. Explain how each of the following can lead to inaccurate judgements: overconfidence, mental set, and confirmation bias.
Module 36: Thinking and Language1. Describe the structural components of a language.
2. Identify the milestones in language development.
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3. Fill in Table 36.1.
4. Describe how we acquire language.
General Intelligence (g), Charles Spearman Wechsler Intelligence Scales
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Tips For Improving Learning (Deep Processing)
● Deep processing is a way of learning in which you try to make the information meaningful to yourself. ○ You might write your class notes using the exact words from your teacher’s slides. And then memorize a
few key terms by repeating them over and over. When you use surface-level strategies like these, the information will quickly fade from memory
● Learning to interconnect ideas, relating new term to specific previously learned ideas, generating questions for review, rephrase definition in your own words, examine the term for root-word connections example of idea, apply the information to your life, research for further study, create graphic/visual representation
Tips For Improving Learning (Memory)
● Use distributed practice, which is spacing out your practice; massed practice, or cramming, is not helpful ● Use priming to activate associations related to your subject matter. Mind maps or concept maps work well for this● Recite: Summarize aloud while you are learning● Make the ideas you are studying meaningful. When possible, use deep processing by making connections to ideas
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you already know. Memory works best when new information is fitted into an already existing mental structure. Explicitly connect new material to other things you know
● Organize difficult items into chunks ● Study repeatedly: Take advantage of downtime and learn and relearn the material ● Use available quizzes to test yourself. The testing effect is the finding that long-term
memory is increased when some of the learning period is devoted to retrieving the to-be-remembered information through testing with proper feedback
● Know the results of your quizzes, with feedback allowing you to check your progress ● Minimize distractions to improve encoding. Put away your phone and turn off the
television while studying ● Get enough sleep. Lack of sleep contributes to a lower ability to concentrate and problem-
solve, while sufficient sleep aids in consolidation of memory● Overlearn-continue studying beyond basic master ● Use mnemonics, memory tricks or aids, to help you remember important information or
concepts
Use Mnemonics ● Form a narrative chain or story: Remember lists in order, forming an exaggerated
association connecting item one to two, two to three, and so on ● Take a mental walk. Mentally walk along a familiar path, placing objects or ideas along
the path ● Use pictures to help you learn. Pick any term or concept and draw it in as many different
ways as you can on one piece of paper● Practice retrieval with images: Write a term or concept on one side of each note card.
Draw a picture or diagram that depicts each term or concept on the other side of the card● Practice testing yourself on the pictures and concepts; alternate by using each side of the
flash card as a cue to guess the concept/picture on the other side. Explain the concept/picture to yourself during this step to make sure you know how and why they are related
