Compare and contrast the recovered memory perspective and the false memory
perspective. Be sure that your evidence includes the arguments for and against each
perspective.
Give this one a try later!
,There are two contrasting positions in the controversy, mostly focused
around childhood sexual abuse:
The recovered memory perspective: Some people who experience sexual
trauma forget the memory for many years. This is especially likely if the
abuser was a close relative or trusted friend. The memory may come
flooding back at a later time.
Arguments FOR recovered memories: The laboratory tests that argue for
false memories perspective have little ecological validity with respect to
childhood sexual abuse. Research also shows that people cannot be
convinced to create false memories for embarrassing events, such as
having an enema as a child. Many people have experienced sexual abuse
as children and continue to remember the incidents, even decades later,
however they may not remember the abuse. Example, studies have been
conducted where the abuse was documented by doctors and the legal
system, but the individual still does not recall the abuse. Childhood sexual
abuse is different than relatively innocent episodes. Particularly,
researchers proposed the term betrayal trauma to describe how a child
may respond adaptively when a trusted parent or caretaker betrays him or
her by sexual abuse. The child depends on this adult and must actively
inhibit memories of abuse in order to maintain an attachment to this person.
The false memory perspective: These researchers agree that sexual abuse
is a genuine problem that needs to be addressed, but they do not trust the
accuracy of suddenly recovered memories. Further, the false memory
perspective purports that most of these memories are actually false
memories that are constructed stories that never occurred.
Arguments FOR false memory: Laboratory studies that demonstrate that
people recall seeing a word that was never presented and that participants
can construct false memories for events that never really happened.
-people are often guided by schemas rather than actual recall of an event.
-Source monitoring shows that people cant recall absolutely accurately if
they performed an action or merely imagined themselves performing it.
-Flashbulb memories are not as accurate as many people believe.
-Eyewitness testimony is flawed, especially when the witness receives
information.
-During therapy, some psychotherapists may repeatedly suggest that a
client has been sexually abused in childhood. The suggestion may be
blended with reality to create a false memory.
,Describe the exemplar approach. Do Demonstration 8.2. Summarize the findings from
Heit & Barsalou (1996). Explain how the exemplar approach differs from the prototype
approach
Give this one a try later!
The exemplar approach argues that we first learn information about
specific examples of a concept, then we classify each new stimulus by
deciding how closely it resembles all of the specific examples. Each of
those examples stored in memory is called an exemplar.
The exemplar approach emphasizes that your concept of dog would
include info about numerous examples of dogs you have known. In
contrast, the prototype approach would argue that your prototype of a
dog would be an idealized representation of a dog, with average size and
features, but not necessarily like any particular dog you've known.
Other words, the prototype approach proposes that your stored
representation is a typical member of the categoty. The exemplar approach
proposes that your stored representation is a collection of numerous
specific members of a category.
How many words can be produced per second in normal speech? What kinds of
information are required to produce words? Describe the research question that
involves how different types of word information are retrieved and assembled.
Give this one a try later!
, Speaking is our most complex cognitive and motor skill. In normal speech,
we can produce about 3 words per second. We need to choose each word
carefully so that its grammatical, semantic and phonological info is all
correct.
Research psychologists who study language are often interested in how we
retrieve grammatical, semantic and phonological information when
producing speech. Some researchers believe that we retrieve all three
kinds of information simultaneously and others argue that we access each
kind of information independently, with little interaction between the three.
Results from research conducted by Miranda can Turennout and her
colleagues suggest that we do not acquire all the different kinds of
information at the exact same moment simultaneously, but rather we use
split-second timing.
Describe the dual route approach to reading. Be sure to define the direct-access
route and the indirect-access route, and the research that supports each. Do
Demonstration 9.6. How is it related to the indirect-access hypothesis? Describe the
whole-word approach and the phonics approach to teaching reading. How are these
approaches related to theories of word recognition?
Give this one a try later!
Dual route approach to reading: Sometimes readers sound out words and
sometimes they don't. The dual-route approach to reading specifies that
skilled readers employ both a 1) direct access route; sometimes you read a
word and recognize it directly through vision, without sounding it out, and
2) an indirect access route, Sometimes you read a word and translate the
ink marks on the page into some form of sound, before you can access a
word and its meaning (converting visual stimulus into phonological
stimulus).
Research- 319
Whole-word approach: Argues that readers can directly connect the
written word-as an entire unit-with the meaning that this word represents.
This approach argues that children should not learn to emphasize the way a
word sounds, Instead, this approach encourages children to identify a word
perspective. Be sure that your evidence includes the arguments for and against each
perspective.
Give this one a try later!
,There are two contrasting positions in the controversy, mostly focused
around childhood sexual abuse:
The recovered memory perspective: Some people who experience sexual
trauma forget the memory for many years. This is especially likely if the
abuser was a close relative or trusted friend. The memory may come
flooding back at a later time.
Arguments FOR recovered memories: The laboratory tests that argue for
false memories perspective have little ecological validity with respect to
childhood sexual abuse. Research also shows that people cannot be
convinced to create false memories for embarrassing events, such as
having an enema as a child. Many people have experienced sexual abuse
as children and continue to remember the incidents, even decades later,
however they may not remember the abuse. Example, studies have been
conducted where the abuse was documented by doctors and the legal
system, but the individual still does not recall the abuse. Childhood sexual
abuse is different than relatively innocent episodes. Particularly,
researchers proposed the term betrayal trauma to describe how a child
may respond adaptively when a trusted parent or caretaker betrays him or
her by sexual abuse. The child depends on this adult and must actively
inhibit memories of abuse in order to maintain an attachment to this person.
The false memory perspective: These researchers agree that sexual abuse
is a genuine problem that needs to be addressed, but they do not trust the
accuracy of suddenly recovered memories. Further, the false memory
perspective purports that most of these memories are actually false
memories that are constructed stories that never occurred.
Arguments FOR false memory: Laboratory studies that demonstrate that
people recall seeing a word that was never presented and that participants
can construct false memories for events that never really happened.
-people are often guided by schemas rather than actual recall of an event.
-Source monitoring shows that people cant recall absolutely accurately if
they performed an action or merely imagined themselves performing it.
-Flashbulb memories are not as accurate as many people believe.
-Eyewitness testimony is flawed, especially when the witness receives
information.
-During therapy, some psychotherapists may repeatedly suggest that a
client has been sexually abused in childhood. The suggestion may be
blended with reality to create a false memory.
,Describe the exemplar approach. Do Demonstration 8.2. Summarize the findings from
Heit & Barsalou (1996). Explain how the exemplar approach differs from the prototype
approach
Give this one a try later!
The exemplar approach argues that we first learn information about
specific examples of a concept, then we classify each new stimulus by
deciding how closely it resembles all of the specific examples. Each of
those examples stored in memory is called an exemplar.
The exemplar approach emphasizes that your concept of dog would
include info about numerous examples of dogs you have known. In
contrast, the prototype approach would argue that your prototype of a
dog would be an idealized representation of a dog, with average size and
features, but not necessarily like any particular dog you've known.
Other words, the prototype approach proposes that your stored
representation is a typical member of the categoty. The exemplar approach
proposes that your stored representation is a collection of numerous
specific members of a category.
How many words can be produced per second in normal speech? What kinds of
information are required to produce words? Describe the research question that
involves how different types of word information are retrieved and assembled.
Give this one a try later!
, Speaking is our most complex cognitive and motor skill. In normal speech,
we can produce about 3 words per second. We need to choose each word
carefully so that its grammatical, semantic and phonological info is all
correct.
Research psychologists who study language are often interested in how we
retrieve grammatical, semantic and phonological information when
producing speech. Some researchers believe that we retrieve all three
kinds of information simultaneously and others argue that we access each
kind of information independently, with little interaction between the three.
Results from research conducted by Miranda can Turennout and her
colleagues suggest that we do not acquire all the different kinds of
information at the exact same moment simultaneously, but rather we use
split-second timing.
Describe the dual route approach to reading. Be sure to define the direct-access
route and the indirect-access route, and the research that supports each. Do
Demonstration 9.6. How is it related to the indirect-access hypothesis? Describe the
whole-word approach and the phonics approach to teaching reading. How are these
approaches related to theories of word recognition?
Give this one a try later!
Dual route approach to reading: Sometimes readers sound out words and
sometimes they don't. The dual-route approach to reading specifies that
skilled readers employ both a 1) direct access route; sometimes you read a
word and recognize it directly through vision, without sounding it out, and
2) an indirect access route, Sometimes you read a word and translate the
ink marks on the page into some form of sound, before you can access a
word and its meaning (converting visual stimulus into phonological
stimulus).
Research- 319
Whole-word approach: Argues that readers can directly connect the
written word-as an entire unit-with the meaning that this word represents.
This approach argues that children should not learn to emphasize the way a
word sounds, Instead, this approach encourages children to identify a word
