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How We Make Memories: Crash Course Psychology #13

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How We Make Memories: Crash Course Psychology #13


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Type: Audio/Video


Remember that guy from 300? What was his name? ARG!!! It turns out our brains make and recall memories in different ways. In this episode of Crash Course Psychology, Hank talks about the way we do it and what damaging that process can do to us.

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 9-12
7 ) Describe the processes and importance of memory, including how information is encoded and stored, mnemonic devices, schemas related to short-term memory, working memory, and long-term memory.

•  Distinguishing between surface and deep processing in memory development
•  Comparing ways memories are stored in the brain, including episodic and procedural
•  Identifying different parts of the brain that store memory
•  Differentiating among different types of amnesia
•  Describing how information is retrieved from memory
•  Explaining how memories can be reconstructed and misremembered
Unpacked Content
Strand: Elective
Course Title: Psychology
Evidence Of Student Attainment:
  • Differentiate among the different types of memory systems.
  • Practice memory improvement techniques.
  • Identify the different parts of the brain that process and store memories.
  • Understand how the process used to encode memories influences the retention and retrieval of memories.
  • Explain what happens when memory fails.
  • Analyze the causes of memory reconstruction and misinformation.
Teacher Vocabulary:
  • cognition
  • memory
  • information processing model
  • sensory memory
  • working memory
  • long-term memory
  • encoding
  • storage
  • retrieval
  • maintenance rehearsal
  • elaborative rehearsal
  • procedural memory
  • declarative memory
  • episodic memory
  • semantic memory
  • anterograde amnesia
  • retrograde amnesia
  • proactive interference
  • retroactive interference
  • flashbulb memory
  • implicit memory
  • explicit memory
  • priming
  • recall
  • recognition
  • encoding specificity
  • mood-congruent memory
  • state-dependent memory
  • tip-of-the-tongue phenomenon
  • serial position effect
  • spacing effect
  • distributed rehearsal
  • massed rehearsal
  • misattribution
  • expectancy bias
  • mnemonics
  • method of loci
  • peg-word list
Students know:
  • The importance of good memory to everyday life.
  • The techniques they rely on to improve their memory of events and information.
  • The brain structures typically responsible for processing and storing memories.
Students are able to:
  • Synthesize evidence from multiple sources to create an endorsement of particular memory techniques that would maximize memory retention and retrieval.
  • Summarize the processes and systems of memory into simpler, but still accurate, terms.
  • Assess one's own capacity for memory encoding, storage and retrieval using multistep procedures and taking precise measurements, analyzing the results in light of research presented in the text.
  • Notice how hierarchical organization found in texts contributes to better memory for information contained within.
Students understand that:
  • There are ways to improve memory.
  • There are methods that can be used to avoid misinformation and reconstruction of memories.
  • There are ways to study more efficiently by using memory enhancement techniques.
Tags: explicit process, longterm memory, memory, shortterm memory
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Author: Ginger Boyd