MEMORY

How does it work?

Unit 1: Modules 31-33|Unit 5: AP

Classroom
Cheat Code:
● Virtual notebook slides are color-coded
● Slides with a COLOR backgrounds are
assignments to be submitted using the
link provided here in the VN.
● Slides with a GRAY background are notes
and assignments to be completed IN
class. Wait until prompted to do
them by Ms. Nielsen IN class.
● Slides with WHITE backgrounds are
informational, instructional, and provide
context! Read EVERY ONE OF THESE
in order as you complete your VN.
 Remember
EVERY SLIDE
COUNTS!
STOP and read through each slide
carefully to ensure you get full credit
for all assignments.
● This is YOUR NOTEBOOK - every slide will
help you to succeed in learning for this
course!
● ALL work, including tests and quizzes are
submitted through the notebook by
clicking on each correct link as instructed
on the slides.
A note from Ms. Nielsen:
Read your textbook actively, and make sure to add
any questions you want to ask about in class.

You’ll also have an opportunity make an appointment

to meet with me on Wednesdays between 8:15 and
9:15 am, to see me after school, or email me at
[email protected], OR you can text me through
the Remind app.

Click on all links and watch them or read them

carefully.

Once finished, submit assignments and quizzes and

exams for a grade as prompted by each slide
THROUGH THE VIRTUAL NOTEBOOK using the links
provided on each slide.
 Unit 1: Checklists
X Part 1 (8/28- Due
(complet
e) 9/3)
X Part 3 (9/11-9/17) DUE
Vocabulary Assignme Sat, 9/3 (complet
nt 10:00 pm e)
Module 31 (pp 317-32 Wed,
6) EXAM Unit 1: Memor
9/14
Reading Quiz Module Sat, 9/3 y IN
31 10:00 pm CLASS

Gray Notes Slides Sat,

X DUE 9/17
Part 2 (9/4 - 9/10) 10:00
(complet
e) pm

Vocabulary Assignment Modul Sat, Extra Credit Sat 9/17

es 32 and 33 (pp 329-353) 9/10 TED TALK: Elizabeth Loftus 10:00
10:00 pm
pm
RECAPTURE: Unit 1 Exam Sat 9/24
Reading Quiz Modules 32-33 Sat,
Find links to IN-CLASS NOTES
FINAL UNIT CUT-OFF FOR A
and
10:00
9/10 ASSIGNMENTS
LL WORK on slides with a GRAY
pm
10:00 background like this.
pm
● If you are absent, go to the class
PowerPoint posted for the date
missed. Complete slides as you
Find links to submit
watch.
HOMEWORK/REMOTE ● Remember, some participation-
work on slides with a based, in-class assignments
PURPLE background like CANNOT be made up.
this.
PART 1: STUDYING AND
BUILDING MEMORIES
(MODULE 31)

What is memory?
Encoding
Storage
UNIT 1: VOCABULARY ASSIGNMENT
INSTRUCTIONS
Did you know that you only remember 10% of what you
read? That’s terrible!

How can YOU increase what you can recall?

Practice DEEP PROCESSING!!

In other words, you need to make information MEANINGFUL to

make it MEMORABLE!

There are a couple of things you can do to make your time

reading the textbook useful.

#1: Read actively

#2: Make personal connections

Let’s look at both of these things ...

#1: READ
ACTIVELY
Have you ever finished
reading a page in a textbook
and you CAN’T REMEMBER a
thing you just read? This
happens to all of us, but
that’s a WASTE of your time
and will hurt your ability to
learn. Instead of letting your
eyeballs move over a page,
READ WITH PURPOSE.

Each section of each

module begins with a
question. This is from pp
318 in your textbook:
#1: READ
ACTIVELY
The first question is:

31-1 What is memory?

EVERYTHING in this section (pp 318) is going to provide you with

the information you need to answer this question.

SO, READ ACTIVELY! In other words, read with the goal of

answering that question when you finish the section. You are
ACTIVELY seeking the answer as you read!

When you get to pp. 319, you should STOP and QUIZ yourself.
Can you answer that question? If you can, EXCELLENT! If you
can’t, STOP, focus, and reread the section.

If you have questions from that section of reading, make sure to

jot them down so you can ask them (trust me, if you don’t write
then down, you’ll forget!).

Don’t just skip over stuff you don’t understand, that’s what I’m
#2: MAKE PERSONAL
CONNECTIONS
Whatever you are thinking about right now is being processed in your
WORKING MEMORY. This part of short-term memory (STM) is taking
information from your long-term memory (LTM) storage and
integrating (means “blending”) it together. In other words, you are
taking the NEW and connecting it to the OLD. This helps us make sense
of the world.
#2: MAKE PERSONAL
CONNECTIONS
To get information into LTM so you can find it again easily, you have to do
what’ called ELABORATIVE REHEARSAL. Rehearsal, means to repeat it,
again & again & again....

But just repeating something doesn’t mean it will actually get stored in
LTM. For example, you can use flash cards and repeat definitions to
yourself, but you’ll probably forget the stuff as soon as you take the test
(sound familiar?)!

ELABORATIVE means “to elaborate,” which means to LINK what you’re

trying to learn with information you already know! This is DEEPER
Processing! You are THINKING!

How can you do this?

● Translate information into your OWN WORDS!
● Relate the information to a personal experience you’ve had!
● Use images to assist you! Picture it in your head! Draw it out!
● Create memory mnemonics!
● Answer questions OUT LOUD! Explain concepts to your MOM!
● Space out your learning! Take time to do deep processing! Don’t
CRAM! & QUIZ YOURSELF constantly to make sure you are getting it!!
UNIT 1: VOCABULARY ASSIGNMENT INSTRUCTIONS
UNIT 1: VOCABULARY ASSIGNMENT
INSTRUCTIONS
DEEP PROCESSING WHILE YOU READ:
There is A LOT of vocabulary to learn in AP Psych! So we want to use
what psychology can tell us about human memory and learning and
USE IT! Why not??
The structure of your vocabulary assignment is TERM, DEFINE,
APPLY. Let me explain...

● In the LEFT, TERM column, I have given you the key vocabulary
concepts you need IN ORDER to understand from the reading. These are
often, but not always, bolded or italicized in the textbook. READ the
page to find the term in context.
● In the MIDDLE, DEFINITION column, write a thorough definition
next to the term. I highly encourage you to try to write this in your own
words (this requires deeper processing = better memory). It is important
to READ every subsection carefully to define the term in context. You
may want to include important diagrams, or create your own diagram.
You may use the shape and line tools here in Google Slides if relevant, or
Here’s the MOST IMPORTANT PART of each
assignment!
● In the RIGHT, APPLICATION/MNEMONIC column, write deep
processing applications or a memory trick for each term.
● It is not enough to write “Cool!” or “Oh, I like that.” or “That’s like
my mom.” You should engage in deep processing of the term.
Write out WHY it’s cool or WHY you like it or WHY it’s like your mom.
● Possible Applications to Choose From:
○ You can think of your own example
○ Make a personal connection (the self-reference effect)
○ Connect to a concept from a prior unit (interleaving)
○ Draw a picture or diagram (dual-coding), or
○ Create a mnemonic device (a story, acronym, etc.) to help
you remember the term. You decide!
When you review the material days or weeks later, these retrieval
cues will help trigger memories of when you read the material!

PUT YOUR APPLICATIONS in a FONT COLOR of YOUR CHOICE!

MAKE MATERIAL MEANINGFUL TO MAKE IT MEMORABLE!!
Let’s look at your first vocabulary assignment.
 Student Samples

mple
Sa
d ent
Stu
:
#1

ple
Sam
d ent
Stu
:
#2
VOCABULARY ASSIGNMENT
Unit 1 Part 1: MODULE 31

Scoring for all vocabulary assignments:

● 15 points all definitions thorough and complete
● 20 points all applications complete and in a personal
color
● 15 points all short answers thorough, complete, and
in a color other than black
50 points total
 Essential Questions: Module 31

As you read this section, FOCUS on answering

these questions in your mind!
31-1 What is memory?

31-2 How do psychologists describe the human memory system?

31-3 How do explicit and implicit memories differ?

31-4 What information do we automatically process?

31-5 How does sensory memory work?

31-6 What is the capacity of our short-term and working memory?

31-7 What are some effortful processing strategies that can help us
remember
new information?

31-8 What are the levels of processing, and how do they affect
encoding?
 VOCABULARY ASSIGNMENT MODULE 31
Pages 317-326

TERM DEFINITION APPLICATION OR

MNEMONIC
(choose your own color)

EX Memory Learning that lasts over time If I am reading this textbook

EXAMPLE because it is stored. It entered carefully, I am encoding, so the
(see samples on slide 14 for information can be stored, and,
memory, was stored, and can be
later on the quiz I will retrieve -
more!) retrieved. which means I LEARNED and
have a MEMORY.

1 Encoding Encoding happens when we let If I am watching a movie for the

new information go into our first time, I am encoding into my
brain. If there was no new brain the characters names. I’ll
information gained when we try also be able to remember the
and remember a memory from casts’ faces from watching it for
hat situation then we will the first time.
experience an encoding failure.

2 Storage Memories stay in our brain so If I keep watching a movie over

that if ever we need to recall and over again, I’ll have more
something, we can retrieve the information to tuck away into
information back from storage. storage and this way,it’ll be
easier to retrieve a memory
from this movie whenever I need
it.
 VOCABULARY ASSIGNMENT MODULE 31
Pages 317-326

TERM DEFINITION APPLICATION OR

MNEMONIC
(choose your own color)

3 Retrieval Retrieving a memory means When I had to write down the

pulling it out of storage so that names of the seven dwarves, I
we can add onto it or process retrieved their names out of my
the memory again. memory storage. I remembered
that one scene from
Descendants (a movie I’ve seen
multiple times) and by retrieving
that memory, I was able to write
all their names down.

4 Parallel Processing This is my brain’s ability to When we number off for rewind
simultaneously process different during AP Psych, I look at
aspects of a situation. Allows my Kendra, Sierra, and Eve,
brain to encode various listening to what they say, while
information from one memory. looking at their clothes and
checking if they’re wearing any
jewelry.
 TERM DEFINITION APPLICATION OR
MNEMONIC
(choose your own color)

5 Sensory Memory Information that is yet to be Watching stranger things and

remembered. It is a brief remembering the characters’
recording of information gained names is a sensory memory.
by our senses. (Auditory and
Visual).

6 Short-term Memory We process the sensory memory Remembering which character is

information into our brain which goes into our short-term
through a process called memory so that when we watch
rehearsal this allows us to bette another episode, we have to
encode it and leading to slower rehearse that information in our
decay. head.

7 Long-term Memory This is where most our If we watch one season of

memories are stored so that we stranger things then I’ll
can retrieve them later when remember all the characters and
needed. their names.

8 Baddeley’s Working Links new information with Watching a marvel movie and
previously stored linking the story of some of the
Memory memories/information. characters to other marvel
movies they were in.

9 Explicit Memories Information we consciously know Walking is an explicit memory.

without putting much effort in When we draw a line we don’t
(Semantic & remembering it. put a lot of thought on how to do
Episodic) it.
 TERM DEFINITION APPLICATION OR
MNEMONIC
(choose your own color)

10 Effortful Processing Encoding information that In order for me to know the

requires attention in order for definition of a word, I have to
the process to be successful. pay attention to its meaning.
Correlate it with something I
remember well.

11 Implicit Memories Memories that we unconsciously I remember how to type and

remember. remember where most letters
are in the keyboard. (I know
qwertyuiop and asdfghjkl the
most). Repetition helps us
remember information we don’t
remember studying.

12 Automatic Information stored in our brain Knowing which toothbrush is

without our awareness. mine because I remember the
Processing color of it even if I haven’t paid
much attention to what it looks
like.

13 Procedural Memory Memories that we can recall I automatically remember how

because our brain remembers it to chew.
automatically.
 TERM DEFINITION APPLICATION OR
MNEMONIC
(choose your own color)

14 Iconic Memory Photographic or picture-image Remembering the color of

memory of a scene. Akina’s hair (my classmate from
period 1).

15 Echoic Memory Audio echoes in our brain for a I wasn’t paying much attention
couple of seconds before it to what Ms. Ward was saying but
decays. she said dog sitting in cali. So I
remembered her saying before
that, that there will be a sub
next time cause she will be
gone.

16 George Miller Short- Our short term can remember “Magical number seven, plus or
seven bis of information give or minus two.” Good Math=George
term Capacity take two. Miller.

17 Chunking Organizing information into 801-821-9467

different groups or units makes
it more manageable or easy for
us to remember the information
in groups.
 TERM DEFINITION APPLICATION OR
MNEMONIC
(choose your own color)
18 Mnemonics Memory aid that uses vivid ROYGBIV

imagery. An example of RED,ORANGE,YELLOW,GREEN,BL

this is acronyms. UE,INDIGO,VIOLET.

Remembering this acronym

helps me retrieve the names of
the colors from my long term
memory storage.

19 Spacing Effect We retain information better On my next module vocab hw

when our learning time is for AP Psych, I’ll be doing my hw
distributed over the course of every 2 hours for at least 30
several days. mins and I’ll make sure to not do
them in one sitting so that I
don’t end up being stressed.

20 Massed Practice Cramming can speed up the Before wandavision, my family

process of short term learning. had to watch infinity war and
endgame in one sitting, and it
was my first time seeing the two
films. The next day I forgot some
of the names I heard from the
first wandavision episode that
came from the avengers films.

21 Distributed Practice This produces better recall. After watching infinity war and
Helps us master the material endgame again ( in two days), I
we’re learning. now remember almost all the
superheroes that we’re a part of
those films.
 TERM DEFINITION APPLICATION OR
MNEMONIC
(choose your own color)

22 Testing Effect It’s better to practice “I gotta find a guy that’s great
retrieval than to reread the with math or else my future
children have no hope.” (It’s an
material and not get the inside joke I have with my
point of the lesson. friends.)

23 Shallow Processing Encodes information from Mikrokosmos = sounds like a

magical word to me. Must be
visual and auditory about stars.
processing.

24 Deep Deeper understanding of Mikrokosmos = a song about

something’s meaning. how even the scars of our
Processing/Semanti mistakes make up our
c Encoding constellation. Stars can’t shine
without darkness.

25 Self-reference Effect Information that we think is I don’t remember all the

relevant or useful to us is birthdays of the members of BTS
processed more deeply by our but I do remember the hardships
minds. And these information they had to deal with before
becomes more accessible for stardom.
retrieval or recall.
 WRITE YOUR ANSWERS FOR ALL OF
THESE IN THE SPACE BELOW EACH
QUESTION IN A COLOR OTHER THAN
Short Answer Questions: BLACK

1. How will you use the information you’ve read to maximize your preparation for your
first exam in this class? Be sure to include the terminology in your answer.

For our first exam I will create flashcards to test myself about each
terminology and write down the applications I’ve written down as the
term’s definition (testing effect/self-reference effect). This will allow me to
do deep processing of the information I’ve learned and check to see if it
was easy to retrieve the term and its actual definition from storage/ long-
term memory. I’ll also try and put terms into different categories to better
remember them and remembering one word from the category might
trigger my brain to remember the rest (chunking). I’ll do this for 15-30
minutes for a couple of days to make sure I fully understand the things I’ve
learned for our exam (distributed practice/ spacing effect).
 WRITE YOUR ANSWERS FOR ALL OF
THESE IN THE SPACE BELOW EACH
QUESTION IN A COLOR OTHER THAN
Short Answer Questions: BLACK

2. Imagine sitting in an anatomy class here at WXHS. On the wall of the classroom is a
poster with a diagram of the bones in the human hand. Consider the three steps of
the information-processing model of memory (encoding, storage, retrieval). What
would have to happen in each step in order for you to successfully remember the
bones on the poster, if asked to recall them later?

Encoding: Read the names of each bone. Recite it to yourself in multiple

chunks. Visualize where the bones are while trying to name them.
Storage: Once I remember all the names of the bones and where they go,
most of the information will go to my storage if I repeat it again and again
until I the names of the bones comes natural to me.
Retrieval: Close your eyes, visualize the diagram and try and name all of the
bones. Once you’re done and you’ve completed reciting everything, that
means that the information you encoded and stored has been retrieved
because of rehearsal.

3. Now that you’ve read through this entire module, what questions do you have?
Prepare to ask these in class. If you don’t have any questions, simply state that below.

I don’t have any questions.

 OPEN
CANVA
S!
N K
LI
 SUBMIT YOUR Vocabulary Assignment &
Reading Quiz Module 31
FOLLOW THESE INSTRUCTIONS TO SUBMIT
YOUR WORK
Step 1:
Click on THIS LINK to take the Reading Quiz for MODULE
31.

Step 2:
TURN IN YOUR VOCABULARY ASSIGNMENT for MODULE
31.
1. Click on “file” in the upper left-hand corner
2. Click “download”
3. Select “PDF document”
4. Click THIS LINK to upload the PDF you just made into
Canvas to have your Vocabulary Assignment scored.

Step 3:
Check this assignment off your CHECKLIST, then
 PART 2: MEMORY
STORAGE, RETRIEVAL,
AND FORGETTING
(MODULES 32-33)

Retrieval
Forgetting
VOCABULARY ASSIGNMENT
Unit 1 Part 2: MODULES 32-33

Scoring for all vocabulary assignments:

● 15 points all definitions thorough and complete
● 20 points all applications complete and in a personal
color
● 15 points all short answers thorough, complete, and
in a color other than black
50 points total
 Essential Questions: Modules 32-33
As you read this 32-1 What is the capacity of long-term memory? Are our
long-term memories processed and stored in specific
section, FOCUS locations?
on answering 32-2 What roles do the frontal lobes and hippocampus
play in memory processing?
these questions
in your mind! 32-3 What roles do the cerebellum and basal ganglia
play in our memory processing?

32-4 How do emotions affect our memory processing?

32-5 How do changes at the synapse level affect our

memory processing?

32-6 How is memory measured?

32-7 How do external cues, internal emotions, and order

of appearance influence memory retrieval?

33-1 Why do we forget?

33-2 How do misinformation, imagination inflation, and

source amnesia influence our memory construction? How
do we decide whether a memory is real or false?
 VOCABULARY ASSIGNMENT MODULE 32
Pages 329-338

TERM DEFINITION APPLICATION OR

MNEMONIC
(choose your own color)

1 Hippocampus Sorts and processes information Liking a song from spotify so

for LT storage. that it’s added to your liked song
playlist.

2 Cerebellum Storage of implicit information Putting a seatbelt on.

3 Infantile Amnesia Inability to remember events I don’t remember what my first

from when we were 2 years old word was.
or younger.

4 Processes how we feel about Inside Out. A new core memory

Amygdala different events. Holds is created when Riley confesses
significant emotional memories. to her parents.
 VOCABULARY ASSIGNMENT MODULE 32
Pages 329-338

TERM DEFINITION APPLICATION OR

MNEMONIC
(choose your own color)

5 Flashbulb Memories A clear memory of a significant Crying when ON starts playing

event. during the BTS Vegas Concert.

6 Neurons become stronger/ more Handshake was easier to do with

Long-Term connected with frequent y group after repetition of doing
Potentiation (LTP) stimulation. it multiple times.(More complex
= more rehearsals needed).

7 Recall Retrieving information that was Stimulus based MCQ after

learned from an earlier time. Chapter 1. (September 2)

8 Recognition Identifying previously learned MCQ after finishing a unit from

items. APUSH. (Content based fits well
with the topic of recognition).
 TERM DEFINITION APPLICATION OR
MNEMONIC
(choose your own color)

9 Relearning Learning something more Riding a bike again for the first
quickly the second time because time in a long time. (Learning at
you’re just adding new Dubai, riding Philip’s bike after a
information to your brain and no long time of not riding a bike).
encoding it for the first time.

10 Overlearning Rehearsing information learned Learning What is Love? By Twice

even if I already memorized it. took me a while and I had to
overlearn it so that if ever I
remember it later on all of
sudden, I’ll still remember the
lyrics.

11 Retrieval Cues Associating encoded memories I remember the tarot cards

with other bits of information i Akina interpreted for my future
order to have easier access to because I remember what she
the memory later on. interpreted for Krew afterwards.
I also remember the other
people at out table that time.

12 Priming Associating information without When I think of the color orange,

awareness. I think of the fruit orange.
 TERM DEFINITION APPLICATION OR
MNEMONIC
(choose your own color)

13 Context-dependent Retrieving memory by putting I needed to put water i my

myself back in the context of tumbler. When I went to the
Memory when I encoded the memory. fridge I forgot what I was going
to do because I didn’t bring my
bottle. But when I went back to
my room and saw my tumbler I
remembered.

14 Mood-congruent Feelings/ Emotions that Crying during my 13th birthday.

accompany events can be
Memory/State- considered as retrieval cues.
dependent Memory

15 Serial Position The first and last items on a list I remember that our topic was
are what we recall best. heredity during first period and
Effect that we ended the class with a
genetic activity. I don’t
remember most of the slides we
went through in our nearpod.

16 Recency Effect We can recall last items on the I remember Ayla’s last words to
list first because they’re newly me were: “sounds good!” before
encoded. she went to her film class.

17 Primacy Effect We tend to recall first items on a I remember the time I woke up
list because when we get today. 5:31am. First thing I did
distracted we remember the first was get my phone, turn the wifi
thighs we were thinking about on and scroll through instagram.
because they were encoded and
 MODULE 33 (CONTINUE - THIS ASSIGNMENT HAS TWO
MODULES)
pp. 341-353

TERM DEFINITION APPLICATION OR

MNEMONIC
(choose your own color)
18 Anterograde Can recall past but cannot form Clive knew how to play the piano
new memories. but couldn’’t remember when he
Amnesia wrote in his journal.

19 Retrograde Cannot recall past but can form The Flash S3E21 cause and
new memories. Effect. Barry forgets his past
Amnesia memories but he was still able
to form new memories with Iris.

20 Ebbinghaus At first we forget things we just Denver and his Rubik’s Cube.
learned real fast but as time Denver forgot how to solve the
Forgetting Curve goes on, forgetting tends to get cube during his first time but the
slower. the next time he forgot it after a
longer period of time.

21 Retrieval Failure When the information stored in Going to the fridge and not
long-term memory can’t be knowing who I am.
accessed
 TERM DEFINITION APPLICATION OR
MNEMONIC
(choose your own color)

22 Proactive Past is interfering with the new My work password is similar to

information. my new weber state password. I
Interference always mistakenly switch the
If you need extra help to two.
learn the difference
between pro and retroactive
interference, watch
this quick video.

23 Retroactive New information interferes with I forgot my quizlet password

past information learned. because I kept remembering my
interference new membean password.

24 Repression We banish painful memories Memories with my biological

from our consciousness. father when I was younger are
now banished.

25 Elizabeth Loftus When we are exposed to Gossip tends to change

misleading information, we tend whenever it’s passed onto a new
and the to misremember. person and so we shouldn’t
Misinformation believe every word of what our
friend gossips with us.
effect
 TERM DEFINITION APPLICATION OR
MNEMONIC
(choose your own color)

26 Imagination Repeatedly imagining events I kept imagining that me and my

that never happened lead to childhood best friend once ate at
inflation false memories. McDonalds and so for a while I
thought that really happened in
real life. But he told me that
never happened.

27 Source amnesia Repeatedly hearing false My friend thinks that she and I
information leads to knew each other for 10 years
remembering events that never because that’s what her mom
occured. tells her. We’ve only known each
other for 9 months.

to
e R
l id W E
t s S e
ex AN th
n T ut
e R
th H O a b o .
to r S ns ing
Go swe tio ad
s re
an que
 WRITE YOUR ANSWERS FOR ALL OF
THESE IN THE SPACE BELOW EACH
QUESTION IN A COLOR OTHER THAN
BLACK
Short answer questions:
1. Last night, Carrie’s Mom told her she needed to buy milk today. So, Carrie hopped
on her bicycle this morning and headed to the store. Explain how both implicit and
explicit memories were involved in Carrie’s errand.
Carrie knows how to ride her bike without giving much effort of thinking.
This is an example of implicit memories because for her riding a bike is
procedural. Knowing that she has to buy milk can be considered as an
explicit memory because this is a fact. (Semantic memory).
2. Your younger sister has asked you for help because she feels she cannot remember
class material well enough to get good grades on her tests. Provide three specific
pieces of advice that she should consider, making sure that your advice is based on
psychological science.
Advice number one: List down the topics she needs to study for the test. Making sure
that the most important topics are listed first and last. Topics that aren’t as important
on the test she should list in the middle. (Serial position effect). She is most likely to
remember the first and last topics. Advice number two: Create flashcards with fill in
the blanks sentences. This will help her recall what the answer is and on the test
she’ll be able to recognize questions similar to her flashcards. Advice number three:
After she has memorized and answered the flashcards perfectly, re-do step 2 after a
couple of days before the test and overlearn the flashcards, so that the answer comes
to her naturally on the test.
 WRITE YOUR ANSWERS FOR ALL OF
THESE IN THE SPACE BELOW EACH
QUESTION IN A COLOR OTHER THAN
BLACK
WRITE YOUR ANSWERS FOR ALL OF THESE IN THE SPACE BELOW EACH QUESTION IN A COLOR
3. Now that you’ve read through this entire module, what questions do you have?
Prepare to ask these in class. If you don’t have any questions, simply state that below.
I don’t fully understand Ebbinghaus’ forgetting curve.
 OPEN
CANVA
S!
N K
LI
 SUBMIT YOUR Vocabulary Assignment &
Reading Quiz Modules 32-33
FOLLOW THESE INSTRUCTIONS TO SUBMIT
YOUR WORK
Step 1:
Click on THIS LINK to take the Reading Quiz for MODULES
32-33.

Step 2:
TURN IN YOUR VOCABULARY ASSIGNMENT for MODULE
32-33.
1. Click on “file” in the upper left-hand corner
2. Click “download”
3. Select “PDF document”
4. Click THIS LINK to upload the PDF you just made into
Canvas to have your Vocabulary Assignment scored.

Step 3:
Check this assignment off your CHECKLIST, then
 IN-CLASS NOTES
PARTS 1 AND 2
In-Class Notes: Answer each question as
prompted
IN CLASS.
● If absent, read the class PowerPoint and complete as
you read.
● Feel free to use the text + symbol in the upper left-
hand side of the toolbar to add extra slides for your
own notes/reflections.
○ Simply click “background” to change them to gray.
PART 1: STUDYING AND
BUILDING MEMORIES
(MODULE 31)

What is memory?
Encoding
Storage
Reflection Ed Puzzles - Dr. Stephen Chew

1. What did you learn?

What surprised you?

“I’ll remember it if I do it at the last

minute.” is a myth. Taking things slow
and reviewing information multiple
times helps us remember it for a longer
time than cramming.

2. How will you change your study

habits based on what you learned?

I’ll try and do the spacing effect rather

than doing it all at the end. Less stress,
more efficient.
Answer the question Nielsen asks you IN the slide.
● DO NOT CHEAT
● No Googling at ANY TIME
● Do not talk
● DO NOT reveal or change your answers at ANY time
3. Your answer:

- Sleepy, Sneezy, Doc, Grumpy, Happy, Dopey, Bashful

4. How difficult was it to answer this question? 1= easy/5 = extremely

difficult

- 3, I remember most of them because I’ve watched Disney’s

Descendants multiple times and Dopey’s son is one of the cast.
5. Sketch your Memory!
Use the Text Box button to add information to complete your own
memory model. Fill in the blanks & label the arrows. Think about Dr.
Chew and the EdPuzzle!

WORKING
MEMORY
SENSORY ENCODING
LONG TERM
MEMORY
MEMORY ATTENTION WHERE WE
THINK INFORMATION,
CONSCIOUSNES SKILLS, STORIES,
SENSORY S 15-20 SECONDS RETRIEVAL MEMORIES, ETC.
INFORMATION HOLDS 7+/- UNLIMITED
LARGE CHUNKS (SPACE &
CAPACITY 2-5 COGNITIVE DURATION)
LOAD? STRONGER BY
SECOND
REHEARSAL CONNECTING TO
PREVIOUS
LEARNING

NOT RETRIEVED, OR NOT

NOT ENCODED RETRIEVED CORRECTLY
NO ATTENTION
Lab Activity: Multitasking &
Attention
RECORD YOUR DATA
Let’s see how your performance compared to other AP
Psych students!
Click on THIS LINK and ADD the following information
to the Google Spreadsheet:
● Column A: Last name, first name
● Column B: Class period
● Column C: Your results for TASK 1 (Ordered time, 1-26,
A-Z)
● Column D: Your results for TASK 2 (Sorted time, 1, A, 2,
B ...)
Lab Activity: Multitasking & Attention
6. REFLECTION
After we discuss the lab results in class, answer the
reflection question Nielsen asks, and type your
response this slide below.

A. Ordered, Sorted Letters and Numbers (IV) Time (DV)

B. Average 10 seconds for Task 1
Average 77 seconds for Task 2
C. Task Switching
D. Lock her phone away for the amount of time she
needs to do her homework, or tell her to do the
spacing effect in between watching tv or using their
phone. Like 30 mins hw and 10 mins phone break or
something like that.
 PART 2: MEMORY,
STORAGE, RETRIEVAL,
AND FORGETTING
(MODULES 32-33)

Retrieval
Forgetting
Memory Construction
Memory Storage: STM
Activity
Let’s see how much YOU can hold in
your STM!
7. Take out a piece of paper and a pen/pencil.

8. Follow THIS LINK to the Neuroscience for Kids website.

a. Follow the instructions for the memory activity. Click “Start” to begin.

9. Answer the following reflection questions:

b. How many did you get right?
5 out of 6
c. When did this activity become difficult for you? In other words, when did you start
making mistakes? Number 6 was hard to remember. I couldn’t do chunking with it
anymore because there were too many letters.

d. Explain how this activity relates to George Miller’s theory about storage capacity of
short-term memory. Short term has a limit and can only hold some information but
not all.
THE HIPPOCAMPUS & MEMORY:
Life Without Memory - Clive Wearing

What would happen if your

hippocampus was damaged? Clive & Deborah’s wedding photo

This is Clive Wearing. He was a

very successful musician and
conductor before his illness. He
contracted viral encephalitis and
the infection attacked his
hippocampus. As a result, he
cannot form form long-term
memories. He has one of the
worst cases of anterograde
amnesia to date.

As you watch the video

presented in class, answer the
questions on the next slide.
Today
 Clive Wearing Reflection Questions

Answer AS YOU WATCH the video.

As you watch the video OR after you are done, answer the following questions about this
unique case study in the space below each question.

10. Why is Clive able to recognize his wife? What does he think every time he sees her?
His long term memory still works. Because he’s seen his wife a lot from before the accident he
remembers Deborah. He loves Deborah forever/ for eternity.

11. What kind of memory (explicit: semantic or episodic; implicit: procedural or emotional) has Clive
lost?
Explicit memory.

12. How can he still play the piano?

The memory of playing the piano is an example of automatic processing. An Implicit memory that
can never be forgotten because it already comes natural to him.

13. What were your own thoughts about Clive and his wife as you watched this video?

Their love helps them deal with Clive’s problem together.

Like, they’re both so committed to each other and their love
 Notes Baddeley’s Systems of Short-Term
Memory
Answer the following questions as prompted in class:

14. Windows: 11

15. Words: 12

16. How do the two tasks relate to the three parts of STM?

a. Central Executive - the boss of the two employees;

controls our attention to keep us consciously aware

b. Phonological Loop - stores and utilizes word

information in our mind

c. Visuospatial Sketchpad - visualize house while the loop

helps me recount
Rewind - Your Assignment

17. What was the number? 12-6

18. We forget stuff ALL THE TIME. WHY did you remember
this??? Explain. You used reverse psychology on us. By telling us
to forget, we instead did the opposite.

19. If you forgot the number...what happened? How is that

possible!

I didn’t.
 20. TRY TO FILL THIS IN FROM MEMORY.
● When you are done, compare your work to the slide presented in
class..
● Use the textbox icon to insert information.

Long-term
memory

Explicit memory
Implicit memory
Describe: Explain
Describe: Implied
Stored? Connection and
Stored? Automatic
Knowledge

Emotional
Priming Conditioning
Implicit
(Procedural) Semantic:
Define: - Classically
concepts and
Stimulus conditioned
How to do things Episodic: events facts
exposure emotional
responses and experiences
Long-term Memories

21. What are retrospective 22. What are prospective

memories? memories?

Content remembered from past Memory for something we intend to

experiences. do out in the future.

Implicit and Explicit Memories Remembering to Remember

- Semantic - Example: Remembering my

- Episodic dentist appointment in two
- Procedural weeks.
REFLECT and APPLY:
YOUR Implicit and Explicit
Memories!
On the next slide paste a
photo.

TWO REQUIREMENTS:
● You must be in the photo.
● You must remember
what is happening in the
photo.

You will share these with

one other person in class,
please choose accordingly.
REFLECT and APPLY - YOUR Implicit and Explicit
Memories
Time to analyze your photo! Answer the
23. Insert photo here: following questions here on this slide and be
prepared to share your answers in class.
Explicit Memories:
24. Describe ONE episodic memory from your
photo.
I remember that Landon facetimed Shane because
Shane was at work. He asked Shane what shoes
did he want. Shane ordered a Nike Court Royale in
black online. The shoes that I’m wearing right now,
I bought the date this photo was taken. I paid for it
with my own money.

25. Describe ONE semantic memory from your

photo.
Me and my cousins were shoe shopping because
on the date this photo was taken my associate
discount with Famous Footwear went from 30% to
40%.

Implicit Memories:
26. Describe ONE procedural memory from your
photo.
MEMORY STORAGE: Long-term
Potentiation
If you briefly, continuously, and rapidly stimulate a synapse (rehearse), the
firing potential INCREASES. This is called Long-Term Potentiation.
The more the LTP, the STRONGER the memory.

MEMORY MNEMONIC ALERT

PRACTICE what you learn (rehearse) all throughout the LONG TERM! This
will increase your POTENTIAL (potentiation) for getting a high score on the
AP exam!

27. How do each of the following attempts as you

created and
practiced your group handshake relate to LTP and
memory?
a. First attempt:
- At first we had to do the steps one by one multiple times.
a. Second attempt:
- We all knew the steps completely but we still weren’t in sync.
a. All other attempts:
- We’ve successfully memorized the steps and synced our actions so we ca now
do our handshake without difficulty.
Memory Formation and the Brain -
Hippocampus
28. Who was HM?

Had intractable epilepsy, caused from a bicycle accident when

he was 9 years old. Had trouble forming new explicit memories.
Working memory and procedural memory still intact. He couldn’t
remember anyone he met after the surgery. Had anterograde
amnesia. (Hippocampus wasn’t functioning).

29. How did he influence our understanding of how memories

are formed in the brain? He couldn’t form new memories
because there was nowhere to store them. He had no long term
storage.
Retrieval - Cues and Priming

30. Give an example of:

a. A cue - Rewind Questions before class

b. Priming - Associating LTP with group

handshake.

31. When prompted, make the list presented in class.

Dream, Snore, Bed, Night, Slumber, Wake, Sound, Rest, Tired,

Eat
Retrieval - Cues and Priming
How do the following relate to our class demonstration?
32. Priming - ALL WORDS (cues) are associated- part of the
WEB
DEJA VU, Similar Environment, Current situation is RICH with
CUES.

33. Primacy effect

- Dream, tired,night

34. Recency effect

- Sound, eat, wake

35. Serial position effect

- Remembering first and last items on a list.
 PROACTIVE VS. RETROACTIVE
INTERFERENCE

MEMORY MNEMONIC ALERT!

If you are trying to decide if an example is proactive or
retroactive interference, ask yourself...WHAT’S
INTERFERING?

36. If it’s stuff from the past, match the P’s - Past =
PROACTIVE
● The past memories are INTERFERING new
memories

37. If it’s stuff that is recent, match the R’s - recent =

RETROACTIVE
● The recent memories are INTERFERING with past
memories encoded
Eyewitness Testimony - Picking Cotton

Answer each of the following as you watch the film:

38. How do traditional police lineup procedures contribute to the misidentification of
criminal suspects? How does this apply to Ronald Cotton's case?
Taking a long time to study photos leads to faulty answers and choices. Jennifer convinced
herself her rapist was Cotton.

39. Jennifer took a long time to identify Ronald Cotton as her rapist. Why does
psychologist Gary Wells believe that signaled the potential for the misidentification of Cotton?
Ronald Cotton and Bobby Poole look very similar and since Poole’s photo wasn’t in the lineup,
she chose Cotton because he looked nearest to Poole.

40. Reinforcement, namely a victim being told they picked the correct suspect,
increases confidence levels in research subjects. How does Wells suggest that this can be
avoided?
Reinforcement alters memory to match what their assumptions are.

41. How did Elizabeth Loftus' demonstration show how Jennifer could see Bobby Poole
in the courtroom and not recognize him as her rapist?
It was hard for Jennifer to accept she was wrong because she was convinced and confident
about her choice.
Extremes of Memory - Eidetic Memory

42. How does Sheldon demonstrate the phenomenon of

eidetic memory?

He can remember most details of certain moments.

60 Minutes: Endless Memory
Superior Autobiographical Memory
Can you remember what you did yesterday? Take a
minute and think through, step-by-step everything
you did in chronological order.
Hard? Nope. Shouldn’t be!
Now, can you do the same thing for August 10,
2010? Probably pretty difficult, if not impossible.
Humans are designed to forget!
Watch the film clips presented in class. These
people can remember incredible detail from their
lives.
43. Describe the memories of people
presented in the
video.
- The lady in the video can remember
memories with great accuracy and can
recall it in perfect detail.

44. Do you believe HSAM abilities are a

blessing or a
curse?
- It’s a blessing to remember great memories and it’s a
curse as well because she can never fully repress
MEMORY AND STRESS: Watch
this Ted Talk to how stress affects
memory. When you finish, answer
the questions in the slide that
follows.
When prompted in class, click THIS LINK to watch a TedEd
about Stress and Memory. Pause and answer each of these
questions on this slide as you watch:
45. What is the term for a state of calmness - free from
anxiety?
- Ataraxia

46. What can you do to manage your stress during a test -

since you have your first exam soon?
- On the actual test day, take deep breaths to counteract your
body’s fight, flight, freeze response. Deep breaths reduce test
anxiety.
 OPEN
CANVA
S!
N K
LI
 Submit Virtual Notebook
Gray Notes/Practice Slides/Examples
TURN IN your Virtual Notebook before the final due date.
1. Click on “file” in the upper left-hand corner
2. Click “download”
3. Select “PDF document”
4. Click on THIS LINK to upload the PDF you just made into
Canvas to have your Gray Notes Slides scored.

Gray Slide Scoring:

2 points per completed answer.
● Example: If there are 17 questions within the gray slides for you
to answer during class, the slides are worth 34 points total.

If you’ve been absent for any notes, be sure to review the

posted PowerPoint of class to complete all slides. Check
your checklist when finished!
EXTRA CREDIT ASSIGNMENT
TED TALK: Elizabeth Loftus

How reliable is your memory?

Step 1:

Click on THIS LINK to view this TED Talk

Step 2:

Click on THIS LINK to answer questions about the video on

Canvas.
THIS ENDS UNIT 1 GRAY SLIDE
NOTES - ALL WORK DUE

Check your
Checklist!
● Make sure you’ve
submitted gray slides
and extra credit
(optional)
● Now follow the last
slides to finalize the
unit and prepare for
your exam.
Another note from Ms. Nielsen:

You do NOT have a vocabulary assignment or

reading quiz this week. Your goal this week is to
finish learning the final few concepts and prepare
for your exam. Your exam consists of 50 multiple
choice questions from Unit 1: Modules 31-33.

Use what you’ve learned in this unit about

memory and studying to prepare!

You’ll also have an opportunity to ask questions

before school on Wednesday between 8:20 and
9:20 am OR you can email me at:
[email protected] OR you can text me
through the Remind app.
 Exam Review and Preparation Slides

READ THIS BEFORE

YOU START THE
EXAM
Exam Review and Preparation Slides
 Exam Review and Preparation Slides

RESOURCES FOR REVIEW

Click on each of the links to find additional help with the
concepts in this chapter.

● Khan Academy: Information Processing Model

● Growth Engineering: What is the forgetting curve?
● TED Ed: How memories form and how we lose them
● TED Ed: What happens when you remove the hippocampus?
● TED Ed: What is deja vu?

Click on the Quizlet below to review the terminology for this unit
BEFORE you take the exam.

● https://quizlet.com/_78a4z9?x=1jqt&i=hf33l
Crash Course Psychology #13: HOW WE MAKE
MEMORIES
Click on THIS LINK to watch & review key terms from this
section. If you come across a great example, add it to your
APPLICATION/MNEMONIC section for the vocabulary
assignment!
Crash Course Psychology #14: Remembering and
Forgetting
Click on THIS LINK to watch & review key terms from this
section. If you come across a great example, add it to
your APPLICATION/MNEMONIC section for the vocabulary
assignment!
 UNIT 1 EXAM: Memory (Modules
31-33)
This exam consists of 50 multiple choice
questions (half of the real AP exam).

BEFORE CLASS ON SEPTEMBER 14TH:

1. Finalized all assignments and reviewed the
materials for this unit.
○ Check your CHECKLIST

WHEN PROMPTED IN CLASS ON SEPTEMBER

14TH:
2. You will be given 35 minutes to answer 50
questions.
○ You CANNOT stop and start.
○ You will NOT get a second chance to take the exam.
○ You know this stuff!
○ Good luck! Click on THIS LINK to take your Unit 1 Exam
 Recapture: Exam Unit 1
When instructed in class, by Ms. Nielsen, click on the following
link to complete your exam recapture.
You must take the original
● Recapture the knowledge exam on exam day (September
● Recapture the points 14th) to be eligible for the
recapture.
● If you are absent on exam
Steps to RECAPTURE: day, THIS will count as your
1. Review and relearn and rehearse the concepts
exam.you know were difficult
for you on the exam.
2. Set aside 35 minutes.
3. Click on THIS LINK to take the recapture exam BEFORE SEPTEMBER
24th at 10:00 pm.
4. Scores will be altered in the following way:
○ You will earn the percentage of points that correspond to the percent you earn on this
recapture exam.
○ Example:
■ You earn a 60 out of 100 on the original Unit 1 exam (you’ve lost 40
points)
■ You earn an 80 out of 100 on the recapture (80%)
■ You will recapture 80% of the 40 missing points from the original exam
- 32 points
■
THIS ENDS YOUR VIRTUAL NOTEBOOK
- ALL WORK DUE ON THE DAY THE
RECAPTURE IS DUE - NO EXCEPTIONS
Check your Checklist!
● ALL Work DUE Saturday, September 24TH at
10:00 pm.
● Work will NOT be accepted for late credit after
this date.

● Check all VN checklists to make sure you are up

to date:
○ How to Succeed in AP Psychology

○ Unit 1 (this VN)