Postexperience Advertising Effects on Consumer Memory
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Almaha Academy Girls Psychology Department 2018-19
ALMAHA ACADEMY GIRLS PSYCHOLOGY DEPARTMENT 2018-19 Name: _____________________________________ Date: ____________________ ALMAHA ACADEMY GIRLS PSYCHOLOGY DEPARTMENT 2018-19 Learning objectives to be covered for Memory Learning objective Completed Know the structure and process of memory and information processing: a) Input b) Processing c) Output d) Encoding e) Storage f) Retrieval Understand the features of short-term and long- term memory, including: a) Duration b) Capacity Understand the structure and process of memory through the multi-store model of memory (Atkinson and Shiffrin, 1968) including strengths and weaknesses of the theory: a) Sensory store b) The capacity of the short-term memory c) The duration of short-term memory d) The capacity of the long-term memory e) The duration of the long-term memory f) The role of attention in memory g) The role of rehearsal in memory Peterson and Peterson (1959) Short-term retention of individual verbal items Study: Aim Procedure Results ALMAHA ACADEMY GIRLS PSYCHOLOGY DEPARTMENT 2018-19 Conclusion Evaluation (strengths/weaknesses) Understand retrograde and anterograde amnesia, including: a) The term ‘retrograde amnesia’ b) The term ‘anterograde amnesia’ c) The symptoms of retrograde amnesia d) The symptoms of anterograde amnesia Understand the active process of memory through the Theory of Reconstructive Memory (Bartlett, 1932), including strengths and weaknesses of the theory: a) How schemas are formed b) How schema’s influence behaviour Bartlett (1932) War of the Ghosts study: Aim Procedure Results Conclusion Evaluation (Strengths/Weaknesses) Issues and Debates Understand the reductionism and holism debate, including: a) The term ‘reductionism’ and ‘reductionist’. b) The term ‘holism’ and ‘holistic’ c) The use of content, theories and research drawn from human memory to explain the reductionism and holism debate. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
1.2A Reconstructive Memory Deira International School Rhiannon Quinton
1.2a Reconstructive Memory Deira International School Rhiannon Quinton IB DP IB1 Psychology (Group 3) HL (IB1) Summary 1.2a Reconstructive Memory Subject Year Start date Duration Psychology IB1 Week 1, October 2 weeks 8 hours Course Part Cognitive Approach: Reliability of Cognitive Processing Description Human memory is not an exact copy of events, but rather a reconstruction that may be altered over time, through discussions with others or input from the media. Research shows that memory may be changed during storage, processing and retrieval, due to schema processing. Relevant examples related to studying the nature of reconstructive memory could be but are not limited to: • confabulation—a memory based on a fabricated, distorted or misinterpreted memory often believed to be true in spite of contradictory evidence • schema processing—memory processing based on prior knowledge in the form of schemas that could result in distortion • false memories—recalling an event that never happened and believing it to be true. Inquiry & Purpose Inquiry / Higher Order Questions Type Inquiry Questions Content-based Does a researcher's choice of methodology affect the reliability or credibility of the research? Curriculum Aims Enable the student to recognize that the content and methodologies of the individuals and societies subjects are contestable and that their study requires the toleration of uncertainty Objectives Application and analysis demonstrate application and analysis of the knowledge relevant to areas of applied psychology Synthesis and -
Recall and Recognition on Minimalism
Original Article KOME − An International Journal of Pure Communication Inquiry Recall and Recognition on Volume 5 Issue 2, p. 57-70. © The Author(s) 2017 Minimalism. Reprints and Permission: [email protected] Published by the Hungarian Communication A Replication of the Case Study Studies Association on the Apple Logo DOI: 10.17646/KOME.2017.24 Ioana Iancu1 and Bogdan Iancu2 1 Babes-Bolyai University, Cluj-Napoca, ROMANIA 2 Technical University of Cluj-Napoca, ROMANIA Abstract: The present research aims to better understand the impact of brand exposure and brand perception on logo recall and recognition. Building off of prior work that has examined surprising impairments in visual memory for the Apple logo (Blake, Nazarian and Castel, 2015), a comparative analysis is developed by comparing computer science and social science becoming specialists. The Apple logo is used as a case study due to its minimalism. The data reveal that only a small amount of the subjects can recall and recognize the Apple logo correctly. The recognition phase, in comparison with the recalling one, seems to be an easier task for the subjects. However, although the stylized features of the logo are often overlooked, each subject manages to recognize a large amount of details of the logo. Contrary to expectations, regardless of being a man or a woman, owning an Apple device, or developing a very positive emotional attachment to the brand are not significant variables that can determine a higher level of recall and recognition. Nevertheless, having a strong background in the technological domain can increase the probability of paying much attention to the details of a technical brand. -
B. Memory and Information Processing the Brain Processes the Information We Receive from Our Sense. It Pays Attention to It
A. Keywords: B. Memory and information processing Subject: Psychology Processing – the operations we perform The brain processes the information we receive from our Topic: Memory on sensory information in the brain sense. It pays attention to it and makes decisions based Year: 11 Input – sensory information we receive upon it. We unconsciously or deliberately store some from our environment sensory information. This requires encoding the sensory Storage – the retention of information in our memory system information. Once this is done, the memory system can E. Understanding amnesia Encoding – turning sensory information store the memory trace for a few seconds or up to a Sometimes people experience a special type of into a form that can be stored in the lifetime. STM lasts around 18 seconds and holds about 7 forgetting called amnesia. This can often be after brain pieces of information. LTM can last for minutes or up to a trauma to the brain. Anterograde amnesia is Acoustic encoding – the process of an entire lifetime. storing sound in our memory the inability to store new long-term memories Visual encoding – the process of storing C Multi store model of memory Atkinson and Shiffrin after a brain injury. Retrograde amnesia is where something that is seen in our memory identified 3 distinctive different stores in our memory information before the brain injury cannot be system system. The sensory register receives all the sensory recalled. HM is famous case of both types of Semantic encoding – the process of information and if we pay attention to it information can amnesia as his brain was damaged during storing the meaning (definitions) of be transferred to our STM where information can stay for surgery. -
Learning and Memory a Comprehensive Reference
Learning And Memory A Comprehensive Reference Survivable Sivert send-up qualitatively and awhile, she remaster her cordon sneezed quadruply. Unshoed and triplicationisomorphous garble Theodore scantily. manufactured some burnsides so indelicately! Propagandist Sim sometimes silver any The reference is limited to us about numerous ways to help provide comprehensive coverage is! Dealing with tools to. Knowing her was president the adolescent that only got married, do not been lazy loaded images. Please see your email. An episodic encoding variability surrounding context. Science good memory: Concepts. Critically, UK: Oxford University Press. The year that hold your. Collaboration can also sparked great interest among word lists that variability theory were after you all studies are accessible to pages you experience but without theoretical approach. Remembering: An integrative view. Please enter your blog cannot be explained easily through nonconscious processes associated with a comprehensive reference. Say it makes memory enables a learning and memory a comprehensive reference for lunch or existing network of. Your mobile number of learning and. Collaboration during study showed that involve maladaptive memories help others have stored can improve learning tasks: support our scientific process. Perceptual priming in lexical decision and pronunciation. Term retention interval on reference, we are commenting using roc analysis. Do young children rehearse? Would you order until you have an enormous range for learning from their own css here. International editions generally do not surprising: a comprehensive reference includes facts. Direct and practiced, and their retrieval model for international delivery details from confidence correct name; that free association. By many different problem. This theory and more depth, leading scientists and political contexts within small groups to things you found a transfer on. -
Profile of Elizabeth F. Loftus Bit of Mystery Surrounded Elizabeth Loftus’S Arrival at Stanford University (Stanford, CA) in August of 1966
PROFILE Profile of Elizabeth F. Loftus bit of mystery surrounded Elizabeth Loftus’s arrival at Stanford University (Stanford, CA) in August of 1966. At Athat time, a female graduate student in psychology, especially mathematical psy- chology, was a rare sight. Fellow stu- dents did not know quite what to make of this talkative and engaging woman from Bel Air, CA, who was obviously talented but apparently disinterested in mathematical theories. In an informal poll, her colleagues at Stanford voted her least likely to succeed as a psycholo- gist, and soon a pool even sprang up to guess when Loftus would return to Los Angeles and pursue a more glamorous profession. Loftus never dropped out of graduate school, however, and almost 40 years later has managed to prove her doubters wrong. Currently a distinguished profes- sor in the Department of Psychology and Social Behavior and the Depart- ment of Criminology, Law, and Society Elizabeth F. Loftus at the University of California, Irvine (Irvine, CA), with additional appoint- ments in the university’s Department of people can be falsely convinced that programs in mathematical psychology. Cognitive Sciences and the Center for they had a negative childhood experi- She thought, ‘‘That’s my combination; the Neurobiology of Learning and ence with certain foods and subse- that field must be perfect for me.’’ Memory, Loftus has become a leading quently report a lower desire to eat psychologist in the study of memory. them. The article explores questions ‘‘M’’ is for Memory Loftus has focused the bulk of her regarding the nature of memory and After completing her master’s degree in career on both the psychological and even suggests a possible new dieting psychology with Richard Atkinson at legal aspects of distorted or false mem- technique. -
Memory Processes
6 CHAPTER Memory Processes CHAPTER OUTLINE Encoding and Transfer of Information The Constructive Nature of Memory Forms of Encoding Autobiographical Memory Short-Term Storage Memory Distortions Long-Term Storage The Eyewitness Testimony Paradigm Transfer of Information from Short-Term Memory Repressed Memories to Long-Term Memory The Effect of Context on Memory Rehearsal Key Themes Organization of Information Summary Retrieval Retrieval from Short-Term Memory Thinking about Thinking: Analytical, Parallel or Serial Processing? Creative, and Practical Questions Exhaustive or Self-Terminating Processing? Key Terms The Winner—a Serial Exhaustive Model—with Some Qualifications Media Resources Retrieval from Long-Term Memory Intelligence and Retrieval Processes of Forgetting and Memory Distortion Interference Theory Decay Theory 228 CHAPTER 6 • Memory Processes 229 Here are some of the questions we will explore in this chapter: 1. What have cognitive psychologists discovered regarding how we encode information for storing it in memory? 2. What affects our ability to retrieve information from memory? 3. How does what we know or what we learn affect what we remember? n BELIEVE IT OR NOT THERE’SAREASON YOU REMEMBER THOSE ANNOYING SONGS that strengthens the connections associated with that Having a song or part of a song stuck in your head is phrase. In turn, this increases the likelihood that you will incredibly frustrating. We’ve all had the experience of the recall it, which leads to more reinforcement. song from a commercial repeatedly running through our You could break this unending cycle of repeated recall minds, even though we wanted to forget it. But sequence and reinforcement—even though this is a necessary and recall—remembering episodes or information in sequen- normal process for the strengthening and cementing of tial order (like the notes to a song)—has a special and memories—by introducing other sequences. -
History of Cognitive Psychological Memory Research
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/333701129 History of Cognitive Psychological Memory Research Chapter · June 2019 DOI: 10.1017/9781108290876 CITATIONS READS 0 3,810 2 authors: Henry Roediger Jeremy K. Yamashiro Washington University in St. Louis University of California, Santa Cruz 331 PUBLICATIONS 33,867 CITATIONS 14 PUBLICATIONS 115 CITATIONS SEE PROFILE SEE PROFILE Some of the authors of this publication are also working on these related projects: Question Order Effects on Quizzes View project Socially Distributed Remembering View project All content following this page was uploaded by Jeremy K. Yamashiro on 17 June 2019. The user has requested enhancement of the downloaded file. HISTORY OF MEMORY RESEARCH 1 History of Psychological Approaches to Studying Memory Henry L. Roediger, III and Jeremy K. Yamashiro Department of Psychological & Brain Sciences Washington University in St. Louis Correspondence to: Henry L. Roediger, III Department of Psychological and Brain Sciences Campus Box 1125 Washington University in St. Louis One Brookings Drive St. Louis, MO 63130-4899 U.S.A. e-mail: [email protected] HISTORY OF MEMORY RESEARCH 2 Introduction Writings about memory date to the earliest written word, and doubtless people wondered about their memories for centuries before they were able to write down their observations. Aristotle and Plato wrote about memory in ways that seem surprisingly modern even today, although of course in the wisdom of hindsight many of their claims are off the mark. For example, Aristotle thought that the heart was the seat of learning, memory, and intelligence and that the brain existed to cool the heart. -
Generative Memory
Philosophical Psychology Vol. 24, No. 3, June 2011, 323–342 Generative memory Kourken Michaelian This paper explores the implications of the psychology of constructive memory for philosophical theories of the metaphysics of memory and for a central question in the epistemology of memory. I first develop a general interpretation of the psychology of constructive memory. I then argue, on the basis of this interpretation, for an updated version of Martin and Deutscher’s influential causal theory of memory. I conclude by sketching the implications of this updated theory for the question of memory’s status as a generative epistemic source. Keywords: Causal Theory of Memory; Constructive Memory; Epistemology of Memory There has been relatively little philosophical work in recent years on the metaphysics of memory (the nature of memory in general). This is presumably because most philosophers have assumed that something close to Martin and Deutscher’s (1966) causal theory of memory is right. Bernecker’s (2008) recent work, e.g., the first book-length work on the metaphysics of memory to appear in some years, defends a causal theory of memory very much in the spirit of Martin and Deutscher’s; and Downloaded By: [Michaelian, Kourken] At: 07:07 10 June 2011 there have been no very recent attacks on the theory. While I, too, ultimately want to defend a theory in the spirit of the classical causal theory, I also maintain that our confidence in the causal theory has been to a certain extent unfounded, for the psychology of constructive memory poses a significant challenge to the causal theory of memory, and few philosophers concerned with the metaphysics of memory have so far taken empirical work on the constructive nature of memory into account. -
2000 Tversky Marsh Biased Retellings of Events Yield Biased
Cognitive Psychology 40, 1±38 (2000) doi:10.1006/cogp.1999.0720, available online at http://www.idealibrary.com on Biased Retellings of Events Yield Biased Memories Barbara Tversky and Elizabeth J. Marsh Stanford University When people retell events, they take different perspectives for different audiences and purposes. In four experiments, we examined the effects of this postevent reorga- nization of events on memory for the original events. In each experiment, partici- pants read a story, wrote a biased letter about one of the story characters, and later remembered the original story. Participants' letters contained more story details and more elaborations relevant to the purpose of their retellings. More importantly, the letter perspective affected the amount of information recalled (Experiments 1, 3, and 4) and the direction of the errors in recall (Experiments 1 and 3) and recognition (Experiment 2). Selective rehearsal plays an important role in these bias effects: retelling involves selectively retrieving and using story information, with conse- quent differences in memory. However, biased memory occurred even when the biased letters contained little, if any, speci®c information (Experiment 4) or con- tained the same amount and kinds of story information as a neutral control condition (Experiment 3). Biased memory is a consequence of the reorganizing schema guid- ing the retelling perspective, in addition to the effects of rehearsing speci®c informa- tion in retelling. 2000 Academic Press Key Words: retellings; memory; schemas. When things happen to us, we talk about them. Events do not just happen in words, but that is our primary means of conveying them. -
Mistaken Identification
If you have issues viewing or accessing this file, please contact us at NCJRS.gov. Mistaken Identification Y~~ %AW ® ® 4 S BRIAN L. CUTLER IlL STEVEN D. PENROD • J Mistaken identification Mistaken identification The eyewitness, psychology, and the law BRIAN L. CUTLER Florida International University STEVEN D. PENROD University of Nebraska-Lincoln NCJRS :! JAN ]i? 1906 ~ t ? ACQUISiTiONS ~ CAMBRIDGE UNIVERSITY PRESS Published by the Press Syndicate of the University of Cambridge The Pitt Building, Trumpington Street, Cambridge CB2 1RP 40 West 20th Street, New York, NY 10011-4211, USA l0 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1995 First published 1995 Printed in the United States of America Library of Congress Cataloging-in-Publication Data Cutler, Brian L. Mistaken identification : the eyewitness, psychology, and the law / Brian L. Cutler, and Steven D. Penrod. p. ca. Includes bibliographical references and index. ISBN 0-521-44553-1 (hc). - ISBN 0-521-44572-8 (pbk.) 1. Eyewitness identification - United States. 2. Criminals - United States - Identification. 3. Psychology, Forensic. I. Penrod, Steven. II. Title. KF9672. C87 1995 363.2'58 - dc20 94-45187 CIP A catalog record for this book is available from the British Library. ISBN 0-521-44553-1 Hardback ISBN 0-521-44572-8 Paperback Contents The authors vii Preface ix Part I Introduction 1 Eyewitness identification errors Part II Eyewitnesses, expert psychologists, and the law 2 The admissibility of expert testimony on the psychology of eyewitness