5-1
jan29
3 years ago
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files (6)5-1.pdf
5-1rubric.zip
Memory.zip
RequiredResources.zip
- AmericanPsychologicalAssociation-APAPublicationManual_7thEditionPages1-150.I-AmericanPsychologicalAssociation2019.pdf
- DawnM.McBrideJ.CooperCutting-CognitivePsychology_TheoryProcessandMethodology-SagePublicationsInc2018.epub
5-1.pdf
5-1 Discussion: Memory and the Real World
Select one of the optional articles featured in the module resources and provide a brief critique of the experiment and its application to the real world. You should be sure to discuss any problems with the methodology of the experiment or any problems with the interpretations of the results. Additionally, consider how the findings of the study can be applied to real-world issues. How could findings from the experiment be applied to develop policies or procedures to improve human memory in different professional settings? What strengths or weaknesses in human memory do the experiments highlight that would be important for professional disciplines?
5-1rubric.zip
Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
- Write a post of 1 to 2 paragraphs.
- In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
- Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
- Reply to at least two classmates outside of your own initial post thread.
- In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
- Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Comprehension | Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) | Develops an initial post with a point of view or idea using appropriate detail (90%) | Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) | Does not develop an initial post with an organized point of view or idea (0%) | 20 |
| Timeliness | N/A | Submits initial post on time (100%) | Submits initial post one day late (70%) | Submits initial post two or more days late (0%) | 10 |
| Engagement | Provides relevant and meaningful response posts with clarifying explanation and detail (100%) | Provides relevant response posts with some explanation and detail (90%) | Provides somewhat relevant response posts with some explanation and detail (70%) | Provides response posts that are generic with little explanation or detail (0%) | 20 |
| Critical Thinking | Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) | Draws informed conclusions that are justified with evidence (90%) | Draws logical conclusions (70%) | Does not draw logical conclusions (0%) | 30 |
| Writing (Mechanics) | Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) | Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) | Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) | Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) | 20 |
| Total: | 100% |
Memory.zip
Module Overview15.html
Memory
For most people, memory is an important topic because many of us are interested in finding ways to improve our memory. In cognitive psychology, when we consider memory, we not only want to understand why someone cannot remember where their keys are. We also want to understand the cognitive systems that exist for memory. In looking at memory systems, we see that there are different types of memory. There are also different factors that influence how well each system or type of memory works. The biggest distinction in memory systems is the difference between short- and long-term memory. Short-term memory holds information for a relatively short period of time and has a limited capacity. For example, if you were going to the store, you might be able to keep the items milk, bread, and eggs in your short-term memory while you were shopping. In a classic experiment, Miller (1956) found that the capacity for short-term memory is about seven, plus or minus two items. However, this capacity can be increased by using different strategies. One strategy would be chunking. In chunking, we group items together. For example, if someone told you that his phone number is 859-3658, Miller’s theory would predict that you could keep those seven digits in short-term memory with no trouble. However, if you wanted to remember those seven digits plus additional information, you might group the numbers together as 859, 36, and 58. In contrast to short-term memory, long-term memory has an unlimited capacity. Information can be held in long-term memory for long periods of time—perhaps even forever. Information moves from short-term memory to long-term memory when we rehearse it and use it repeatedly. For example, when learning another language, the more you use the language, the better your memory for the rules of grammar and vocabulary. However, just because we practice using information does not mean that we will successfully store it and recall it later. In the module readings, you will see that long-term memories can be affected by many things. Prior experiences, interference from other learning, sleep, stress, emotion, or the context within which we learn the information may affect long-term memory
Another form of memory important for cognitive psychology is working memory. The term working memory is sometimes used to refer to short-term memory. However, as noted in the module readings, working memory is different from short-term memory. The concept of working memory was introduced by Baddeley and Hitch (1974). According to their model, working memory includes several components that allow memory to respond to incoming information. We then activate information from long-term memory. In this way, we can process incoming information. Then, we can “work” on this information by associating it with information previously stored in long-term memory. For example, if you are completing a math problem, parts of your working memory will be responding to the numbers that you are dealing with. Other parts of it will be accessing stored long-term memories for rules of how to solve that math problem. In the years since this model was created, much research has been conducted related to working memory. Researchers today have been able to identify brain areas that are involved in different aspects of working memory. (See Baddeley 2000 and Baddeley 2003 for a review of the brain areas involved). Research has also identified working memory as a potential predictor of academic success. Alloway and Alloway (2010) found that a child’s working memory capacity predicted his or her skills in reading, spelling, and math. They also found that “working memory at the start of formal education is a more powerful predictor of subsequent academic success than IQ during the early years” (p. 26).
We’ve learned about how memory systems work from examining individuals with amnesia. The famous case is Henry Molaison. He is known more commonly to the world of psychology as simply “H.M.” This case has helped us uncover an incredible amount of information about memory. H.M. underwent a procedure to correct epilepsy. During the procedure, doctors removed part of his temporal lobe, which included the hippocampus. After the procedure, he lost the ability to consolidate new long-term memories. This left him with anterograde amnesia. In anterograde amnesia, an individual can recall events from before the amnesia occurred. For example, H.M. could remember his childhood. But they are unable to create new memories. For H.M., the inability to create new memories seemed to be isolated to events that happened to him and not the learning of new procedures. For example, H.M. could not remember the names of individuals he interacted with, but he was able to learn new motor tasks at a normal rate (Blakemore, 1977). These findings helped researchers understand the difference between explicit and implicit memory. Explicit memory refers to conscious memories for knowledge and experiences. Implicit memory refers to memory for how to do something. Research has made great strides in understanding how memory systems in the brain work. Yet, it is important to note that there are no specific brain areas that store all our memories. Instead, memories are stored throughout the brain, and their storage is in part determined by how they were encoded. For example, if you have a visual experience with something, it is likely to be stored in the visual areas of your brain. A final point to consider about memory is its fallibility. We may be confident about how a certain event occurred. Yet research indicates that memories can be consolidated incorrectly or changed through suggestion. Elizabeth Loftus is a cognitive psychologist. Her research program has illustrated that false memories can be planted in individuals (Braun et al., 2002). Memories can also be altered by misleading information (Loftus, 1977).
Understanding the details of memory will help prepare you for learning about how the information in memory is used for problem solving and decision making in future modules. It can also help you understand your own cognitions and memory. Through the study of memory, you can begin to identify and use strategies that will improve your memory in your daily life and in this course.
References
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. The Journal of Experimental Child Psychology, 106, 20–29.
Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423.
Baddeley, A. D. (2003). Working memory: Looking back and looking forward. Nature reviews. Neuroscience, 4(10), 829–39.
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. A. Bower (Ed.), Recent advances in learning and motivation (Vol. 8, pp. 47–89). New York, NY: Academic Press.
Blakemore, C. (1977). Mechanics of the mind. London, UK: Cambridge University Press.
Braun, K. A., Ellis, R., & Loftus, E. F. (2002). Make my memory: How advertising can change your memories of the past. Psychology and Marketing, 19(1), 1–23.
Loftus, E. F. (1977). Shifting human color memory. Memory & Cognition, 5, 696–699.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63, 81–97.
RequiredResources.zip
Reading and Resources4.html
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Required Resources |
Textbook: Cognitive Psychology Interactive eBook, Chapters 5 and 6 These chapters provide an overview of the different memory systems, discussing classic and current memory research to explain how memory works.
Video: Bringing New Life to ‘Patient H.M.,’ the Man Who Couldn’t Make Memories (6:26) This video explores the story of Patient H.M., and why his case is well-known in psychology and neuroscience.
A video transcript is available: Transcript for Bringing New Life to ‘Patient H.M.’
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Additional Support (Optional) |
Library Article: Depth of Processing and the Retention of Words in Episodic Memory In this article, featured in a 1975 publication of the Journal of Experimental Psychology: General, the authors examine how depths of processing can influence memory for words. The results are discussed in terms of their implications for memory.
Library Article: The Information Available in Brief Visual Presentations This article, published in a 1960 edition of Psychological Monographs: General and Applied, investigates sensory memory for visual stimuli using several experiments that briefly present visual information to subjects.
Library Article: Make My Memory: How Advertising Can Change Our Memories of the Past In this 2002 article, the authors illustrate how false memories can be implanted through advertising.
Course Documents/PSY 540 Transcript for Bringing New Life to ‘Patient H.M.'.docx
PSY 540 Transcript for Bringing New Life to ‘Patient H.M.,’ The Man Who Couldn’t Make Memories
Now a story of scientific history, human drama, and ethical controversies shaped around the idea of memory. You can find Jeffrey Brown at our NewsHour bookshelf.
Interviewer: In recent decades, scientists have made great advances in understanding how and where the human brain makes and stores memories, a key part of forming our identities. A man who unwittingly helped them do it, Henry Molaison, who underwent two lobotomies in 1953, intended to relieve his epileptic seizures. A large part of his hippocampus was removed.
Luke Dittrich: As soon as he came out of the operating room, it became clear that he was no longer able to create new memories. And so this gave scientists for the first time really a clear sense of how important these structures were to the creation of new memories. And that was sort of the first, and in many ways most fundamental, thing that he taught us about how memory works.
Interviewer: In his new book, Luke Dittrich tells the story of the man known for decades as Patient H.M., considered the most important research subject in the history of brain science. And there’s more. The lobotomy was performed by Dittrich’s grandfather, Dr. William Scoville, a prominent brain surgeon, at a time when such procedures were done by the thousands. I spoke to Luke Dittrich at Washington’s Lincoln Theater.
Luke Dittrich: I personally found it to be a very shocking story you know during the course of my reporting. This came to be during an era when the lines between medical practice and medical research were fairly blurry and you know people crossed some lines that they most likely shouldn’t have crossed.
Interviewer: And this is the era of lobotomies.
Luke Dittrich: That’s correct. And one of the things that my research you know led me deep into was, was the history of the lobotomy and of this whole field known as psycho surgery that came out of desperate times, the mentally ill at the time and the sort of 1930s and 1940s. There were no real good effective treatments for a lot of the things that they suffered from. And the lobotomy rose up as a sort of quick fix. But it had serious consequences.
Interviewer: We live in an age now of neuroscience, right.
Luke Dittrich: Right.
Interviewer: Where it’s sort of everywhere.
Luke Dittrich: Yeah.
Interviewer: With a lot of new technology. But this is a period not so long ago in the 20th century where very little was known about the brain.
Luke Dittrich: Two millennia ago, doctors really thought nothing of performing vivisection on live prisoners in order to understand anatomy. You know, thankfully, our standards of medical ethics have evolved quite a bit. But I do think that readers will be shocked to see kind of how bad things were back in the middle of the 20th century.
Interviewer: It’s a very personal story for you because the doctor who performed the surgery on patient H.M. was your grandfather.
Luke Dittrich: My grandfather was a neurosurgeon. He was, by all accounts, a brilliant neurosurgeon and a renowned one. He founded and was the director for many years of the Department of Neurosurgery at Hartford Hospital. He was a Yale professor. He did a lot of good. I mean, he saved a lot of lives. He also was one of the world’s most sort of zealous proponents of psycho surgery and one of the world’s most prolific lobotomists. And his sort of driving passion for the lobotomy and for psycho surgery grew in large part out of the fact that his own wife, my grandmother, was mentally ill. She was institutionalized in one of the same asylums that he practiced in. And he was on a kind of crusade, on a sort of quest to develop a cure for his own wife’s madness.
Interviewer: One of the things that struck me in sort of looking at the history of psycho surgery is how often the lobotomized individuals were women.
Luke Dittrich: There are a number of possible answers for why that may be so, but I think perhaps the most compelling one is that a lot of the symptoms of the lobotomy, you know the passivity, tractability, these were symptoms that at the time were viewed as kind of ideal elements according to men of feminine traits. And that in some sense is, you know, a lobotomized woman could be viewed as almost an ideal wife, which was one of the sort of horrifying things that I was kind of grappling with as I was looking at this story.
Interviewer: And Henry himself, how much was he aware of his own role in scientific history?
Luke Dittrich: He certainly didn’t have a clear awareness of his own role. He would be told many times that he was famous in a certain sense as the studies on him went on, you know, certain things would stick. And so he may have, by the end of his life, had this vague sense of his importance. But he certainly didn’t have any sort of clear sense, like we do, of how deeply and fundamentally important he was.
Interviewer: Part of this story goes on right past Henry’s life because you raise some questions at the end about the extent of how much he was sort of controlled, how much research on him was controlled, how much we really know the story in the end.
Luke Dittrich: Some of the more fascinating chapters in Henry’s history really happened quite a few years after his death, just recently I mean. The story in some sense is still unfolding. The ethical questions surrounding Henry’s story, to me, begin in that operating room where my grandfather made that decision to operate. And I think that was a decision that deserves close scrutiny. Afterwards, there are a number of other questions that follow throughout the six decades of experimentation that was done on him and you know even after his death, what was done?
Interviewer: Including who owned his brain.
Luke Dittrich: Who owned his brain. Exactly. A custody war basically broke out over the possession of Henry’s brain.
Interviewer: Well, we’ll continue that part of the story online, and I’ll invite our watchers to go there later on. For now, the book is Patient H.M. Luke Dittrich, thank you very much.
Luke Dittrich: Thank you so much for having me.
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