Lesson Plans

Psychology, 6th Edition ©2000

by Wade, Tavris

Weeks 12–13

Chapter 10: Memory

Performance Objectives:

• Characterize the difference between surface and deep (elaborate) processing.
• Identify other factors that influence encoding.
• Describe the operation of short-term memory.
• Describe the operation of long-term memory.
• Analyze the importance of retrieval cues in memory.
• Explain the role that interference plays in retrieval.
• Relate difficulties created by reconstructive memory processes.
• Identify the brain structures most important to memory.
• Identify factors that interfere with memory.
• Develop strategies for improving memory based on our understanding of memory.

Resources:

• Chapter 10: Memory—pp. 347–390
• Study Guide and Practice Tests—pp. 269–296
• Instructor's Resource Manual—pp. 351–384
• Test Bank—pp. 223–247

Pacing Guide:

• Reconstructing the Past—day 1
• In Pursuit of Memory—day 2
• The Three-Box Model of Memory—days 3 and 4
• How We Remember—day 5
• The Biology of Memory—days 6 and 7
• Why We Forget—day 8
• Autobiographical Memories—day 9
• Memories and Myths—day 10
• Block Scheduling
  Combine Reconstructing the Past and In Pursuit of Memory into one block. The Three-Box Model of Memory should be given one block. How We Remember and How We Forget should be given one block period, as should The Biology of Memory. Finally, Autobiographical Memories and Memories and Myths should be given one block.

Key Words:

Critical Thinking Questions:

1. If you have a strong emotional reaction to a remembered event, does that mean your memory is accurate?
2. Can the question someone asks you about a past event affect what you remember about it?
3. Can you know something without knowing that you know it?
4. Why is short-term memory like a leaky bucket?
5. What's wrong with trying to memorize in a rote fashion when you're studying—and what's a better strategy?
6. How might new information "erase" old memories?
7. Why is it easier to recall experiences from elementary school if you see pictures of your classmates?
8. Why are the first few years of life a mental blank?
9. Why do some periods of life tend to "stand out" more than others?

Troubleshooting Tips:

• Students are likely to have heard myths regarding recovered memories of past trauma. Make sure students understand the research on this topic.
• Don't be afraid to spend extra time on the three-box model of memory. Students often confuse the different kinds of memory, and extra practice of this model may facilitate understanding later in the unit.

End-of-Chapter Activity: