Write a comprehensive essay on the following guide questions:
1. Imagine a world in which people best remembered items in the middle of a list, rather than
those at the beginning or end. Could proactive and/or retroactive interference explain such a
pattern of forgetting? Why or why not?
- Memory is not perfect. Our memory fail from time to time and sometimes forget
things even though we just knew it or we just remembered it. Storing a memory
and retrieving it later involves both our body and mind or the biological and
psychological processes. Now, if there would be a world that the people best
remembered items in the middle of the list, rather than those at the beginning or
end it will fall at the retroactive interference and proactive interference. Because,
retroactive interference is when newly learned information interferes with and
impedes the recall of previously learned information. The list that they did hinders
their past knowledge of if they need more than the list, that they only remembered
the things on the list. In proactive interference, when past memories inhibit an
individual’s full potential to retain new memories. In proactive interference,
remembering something from the middle of the list rather than those at the
beginnings, there past memories might flashback from them on why they need
those in the middle of the list or it is there in the middle of the list that they need
the most.
2. Imagine a world in which encoding in long-term memory was not primarily semantic, but rather
was visual or tactile. What might subjective organization in free recall be like in such cases?
- If the world is not only encoding in long- term memory and was not primary
semantic, they or we can remember things much easier and would also be long term
because we can now remember things whether it is visual or tactile. This means that
if we saw something or someone we can remember them or it right away it is also
the same for the tactile memory, in tactile memory we can remember the things
that we ate or touch and things that we heard. With this we can freely remember
the things that we did, saw, taste, many more. For people with short-term memory,
it will be much easier for them to remember many things with this.
3. Develop some mnemonics for the material for this section of the course (e.g., a mnemonic to
remember the seven sins of memory)
Memory processes:
EnStoRe
Encoding, Storing, and Retrieving.
Encoding processes:
AcCo, SeCo, ViCo.
Acoustic Code, Semantic Code, and Visual Code.
4. If you were in charge of a program to help senior citizens with their memory, what advice could
you provided in particular with retrospective & prospective memory?
, - If I were going to be in charge to help senior citizens with their memory, I will
provide them activities for retrospective memory—it can be a showing them set of
pictures that is happening now in the world and some pictures that will boost their
mood and emotions that way they can remember and those pictures that captures
their attention will retain to their memories. In prospective memory, I will show
them pictures of their love ones or things that they usually do when they are much
younger and have more energy. That way the memories that are in their memory
will resurface and it will help them remember the people in their life like their
family, love ones. And also those thing that they do, like their hobbies, their leisure
time, or the things they do when they are relaxing.
5. Explain the differences between repressed memories and false memories. Cite an experimental
research article that studied the two variables and discuss what do the experimental results
suggest?
- False memories are semantic or autobiographic memories that did not occur. The
existence of false memories is a challenge not only to our self-perceived ability to
record truth and report it according to some objective standard, but also raises
questions of nonconscious motivations. The understanding of false memories is not
only important as a window to the nonconscious but can also lead to basic insights
into the mechanisms of memory. In fact, a complete picture of memory is unlikely to
emerge without a better understanding of the phenomenon of false memories.
While, repressed memory is a condition where a memory has been unconsciously
blocked by an individual due to the high level of stress or trauma contained in that
memory. Even though the individual cannot recall the memory, it may still be
affecting them consciously. The existence of repressed memories is a controversial
topic in psychology; some studies have concluded that it can occur in victims of
trauma while others dispute it.
- “Patihis and Pendergrast’s (2019; this issue, p. 3) research raises questions about
balancing risks of false memories with risks of not treating childhood trauma that
may have been forgotten. Their central concern is that when clinicians ask about
repressed memory, many clients will form false memories of child abuse. They
emphasize suggestibility/false memory, but their review omits important studies
that moderate their concerns. For example, when Pezdek, Finger, and Hodge (1997)
tried to implant a false memory in adults of receiving a childhood enema, the error
rate was zero. Although some adults, including with trauma histories, agree with
schema-consistent false suggestions about childhood events, when it comes to
taboo acts of a sexual nature, Goldfarb, Goodman, Larson, Eisen, and Qin (in press)
again found zero false memories. Many suggestibility/false memory studies use
creative coding, such as when “partial false memories” (“That never happened to
me, but if my mother said it did, it could have been at the mall”) are nearly buried in
statistics reported. That said, we acknowledge the reality of false abuse memories in
some individuals as possibly induced or encouraged by therapists, particularly those
who use hypnosis or psychotropic drugs (e.g., in combination with religious or other
doctrines; Bottoms, Shaver, & Goodman, 1996). Still, it is unclear that clinicians
should refrain from discussion with clients about lost memory (a term we prefer
1. Imagine a world in which people best remembered items in the middle of a list, rather than
those at the beginning or end. Could proactive and/or retroactive interference explain such a
pattern of forgetting? Why or why not?
- Memory is not perfect. Our memory fail from time to time and sometimes forget
things even though we just knew it or we just remembered it. Storing a memory
and retrieving it later involves both our body and mind or the biological and
psychological processes. Now, if there would be a world that the people best
remembered items in the middle of the list, rather than those at the beginning or
end it will fall at the retroactive interference and proactive interference. Because,
retroactive interference is when newly learned information interferes with and
impedes the recall of previously learned information. The list that they did hinders
their past knowledge of if they need more than the list, that they only remembered
the things on the list. In proactive interference, when past memories inhibit an
individual’s full potential to retain new memories. In proactive interference,
remembering something from the middle of the list rather than those at the
beginnings, there past memories might flashback from them on why they need
those in the middle of the list or it is there in the middle of the list that they need
the most.
2. Imagine a world in which encoding in long-term memory was not primarily semantic, but rather
was visual or tactile. What might subjective organization in free recall be like in such cases?
- If the world is not only encoding in long- term memory and was not primary
semantic, they or we can remember things much easier and would also be long term
because we can now remember things whether it is visual or tactile. This means that
if we saw something or someone we can remember them or it right away it is also
the same for the tactile memory, in tactile memory we can remember the things
that we ate or touch and things that we heard. With this we can freely remember
the things that we did, saw, taste, many more. For people with short-term memory,
it will be much easier for them to remember many things with this.
3. Develop some mnemonics for the material for this section of the course (e.g., a mnemonic to
remember the seven sins of memory)
Memory processes:
EnStoRe
Encoding, Storing, and Retrieving.
Encoding processes:
AcCo, SeCo, ViCo.
Acoustic Code, Semantic Code, and Visual Code.
4. If you were in charge of a program to help senior citizens with their memory, what advice could
you provided in particular with retrospective & prospective memory?
, - If I were going to be in charge to help senior citizens with their memory, I will
provide them activities for retrospective memory—it can be a showing them set of
pictures that is happening now in the world and some pictures that will boost their
mood and emotions that way they can remember and those pictures that captures
their attention will retain to their memories. In prospective memory, I will show
them pictures of their love ones or things that they usually do when they are much
younger and have more energy. That way the memories that are in their memory
will resurface and it will help them remember the people in their life like their
family, love ones. And also those thing that they do, like their hobbies, their leisure
time, or the things they do when they are relaxing.
5. Explain the differences between repressed memories and false memories. Cite an experimental
research article that studied the two variables and discuss what do the experimental results
suggest?
- False memories are semantic or autobiographic memories that did not occur. The
existence of false memories is a challenge not only to our self-perceived ability to
record truth and report it according to some objective standard, but also raises
questions of nonconscious motivations. The understanding of false memories is not
only important as a window to the nonconscious but can also lead to basic insights
into the mechanisms of memory. In fact, a complete picture of memory is unlikely to
emerge without a better understanding of the phenomenon of false memories.
While, repressed memory is a condition where a memory has been unconsciously
blocked by an individual due to the high level of stress or trauma contained in that
memory. Even though the individual cannot recall the memory, it may still be
affecting them consciously. The existence of repressed memories is a controversial
topic in psychology; some studies have concluded that it can occur in victims of
trauma while others dispute it.
- “Patihis and Pendergrast’s (2019; this issue, p. 3) research raises questions about
balancing risks of false memories with risks of not treating childhood trauma that
may have been forgotten. Their central concern is that when clinicians ask about
repressed memory, many clients will form false memories of child abuse. They
emphasize suggestibility/false memory, but their review omits important studies
that moderate their concerns. For example, when Pezdek, Finger, and Hodge (1997)
tried to implant a false memory in adults of receiving a childhood enema, the error
rate was zero. Although some adults, including with trauma histories, agree with
schema-consistent false suggestions about childhood events, when it comes to
taboo acts of a sexual nature, Goldfarb, Goodman, Larson, Eisen, and Qin (in press)
again found zero false memories. Many suggestibility/false memory studies use
creative coding, such as when “partial false memories” (“That never happened to
me, but if my mother said it did, it could have been at the mall”) are nearly buried in
statistics reported. That said, we acknowledge the reality of false abuse memories in
some individuals as possibly induced or encouraged by therapists, particularly those
who use hypnosis or psychotropic drugs (e.g., in combination with religious or other
doctrines; Bottoms, Shaver, & Goodman, 1996). Still, it is unclear that clinicians
should refrain from discussion with clients about lost memory (a term we prefer
