Chapter10Memory

Learning Objectives

  1. LO 10.1.AExplain why the workings of memory are more reconstructive than people imagine them to be.

  2. LO 10.1.BDescribe three conditions under which confabulation is especially likely to occur.

  3. LO 10.1.CSummarize the evidence indicating that eyewitness testimony can be susceptible to memory errors.

  4. LO 10.1.DExplain the conditions under which children might provide reliable versus unreliable eyewitness testimony.

  5. LO 10.2.ADistinguish between recall and recognition tasks in explicit memory, and distinguish between priming and relearning in implicit memory.

  6. LO 10.2.BDescribe the basic characteristics of three memory systems according to the information-processing model, and note the challenges to this view proposed by parallel distributed processing.

  7. LO 10.3.AExplain the functions, duration, and location of the sensory registers in the three-box model of memory.

  8. LO 10.3.BExplain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.

  9. LO 10.3.CDescribe semantic categories and four forms of long-term memory, and explain how primacy and recency illustrate the serial-position effect in transferring information from short-term to long-term memory.

  10. LO 10.4.AOutline the process of long-term potentiation in the formation of memories.

  11. LO 10.4.BEvaluate the evidence that memories are not stored in any one “place” in the brain.

  12. LO 10.4.CSummarize the evidence that memory can be influenced by emotion and hormonal levels.

  13. LO 10.5.ADescribe some major strategies that contribute to memory retention, and give an example of each.

  14. LO 10.6.ASummarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.

  15. LO 10.6.BExplain why claims of repressed memories should be greeted with a strong skeptical reaction.

  16. LO 10.6.CDiscuss three reasons why childhood amnesia is likely to take place.

Ask questions . . . be willing to wonder

  • Is everything that ever happened to us stored in the brain?

  • What strategies can help us remember better?

  • Why can't we remember events from our first two years of life?

  • Do people repress traumatic memories?

Have you ever, in the heat of some deliriously happy moment, said to yourself, “I'll never forget this, never, never, NEVER”? Do you find that you can more clearly remember saying those words than the deliriously happy moment itself? Is it any wonder that most of us have wished, at one time or another, for a perfect “photographic memory”?

Actually, having a perfect memory is not the blessing that you might suppose. Consider Brad Williams and Jill Price, who both have extraordinary memories and have offered scientists the opportunity to study their abilities. When given any date going back for decades, they are able to say instantly what they were doing, what day of the week it was, and whether anything of great importance happened on that date. Mention November 7, 1991, to Williams, and he says (correctly), “Let's see; that would be around when [basketball star] Magic Johnson announced he had HIV. Yes, a Thursday. There was a big snowstorm here the week before.” Neither Williams nor Price can say where their accurate memories come from. Although Williams and his family regard his abilities as a source of amusement, Price describes her nonstop recollections as a mixed blessing (Parker, Cahill, & McGaugh, 2006). The phenomenon of constant, uncontrollable recall, she wrote, is “totally exhausting. Some have called it a gift, but I call it a burden. I run my entire life through my head every day and it drives me crazy!”

Memory refers to the capacity to retain and retrieve information, and also to the structures that account for this capacity. People like Brad Williams and Jill Price have extraordinary memory. Yet even average human beings are capable of astonishing feats of memory. Most of us can easily remember the tune of our national anthem, how to use an ATM, the most embarrassing experience we ever had, and hundreds of thousands of other bits of information. Memory confers competence; without it, we would be as helpless as newborns, unable to carry out even the most trivial of our daily tasks. Memory also gives us our sense of who we are, for if we are not the sum of our recollections, then who are we? Our very identity depends on our memories, which is why we feel so threatened when others challenge them. Individuals and cultures alike rely on a remembered history for a sense of coherence and meaning. Memory gives us our past and guides our future. In this chapter, we examine the many fascinating aspects of memory, as well as the importance of forgetting. But first, to learn more about Jill Price’s extraordinary memory skills, watch the video The Woman Who Cannot Forget.