Phase 2, Part 4, Definitions/Key Concepts # 30-39, Culminating Activity/ Build up to the Lesson Strategy #5

30) Priming: This is how someone pulls something from their memory; they have to start by figuring out something about that memory that will trigger it to reemerge from their mind. It can range from a smell, a color, or a simple word. For example, when someone brings up Robert Pattinson it triggers the memory of me and my boyfriends first date because he took me to see the movie Remember Me, which Pattinson stared in. So by simply saying the actors name it triggered the memory of an entire night to me, while to someone else it would just be an actor.
31) Mere-exposure (not in 9): This is the idea that the more someone is exposed to something, the more they like it; this can be for people, places, words, and shapes. An example for this phenomenon is, when I first got my car I thought it was an ugly car my grandparent should be driving, but the more I drove it and looked at it the more I loved it.
32) Déjà vu: This is a feeling that all people get at least once in their lives when it feels like they have been in a situation or seen a stranger before. There is psychological reasoning behind it though, you may have been a similar situation that makes you think that it’s the same or a person may remind you of a friend. A good example for me is when I was at work a new client came in and I instantly thought I had met him before; once I saw his name I realized that his father comes to us to get his hair cut, so from knowing his father it felt like I had met this person before, even though I had not.
33) Mood congruent memory: This is the tendency for a person to remember certain things depending on their mood. If someone is in a good mood they will usually think of happy memories, but is someone is in a bad mood they will think of sad or depressing memories. These usually will contribute to the mood that person is in. For example, if I wake up feeling happy and accomplished, I will think of memories with these feelings, like getting good grades and my parents rewarding me. These memories will keep me in that good mood all day.
34) Proactive vs. retroactive interference: They are both an interference of recalling certain information, but they differ slightly. Proactive interference is when a person cannot remember new information because of stuff they learned in the past; while retroactive interference is when a person cannot remember old information because of things they just learned. For example, I took algebra a few years ago and am in calculus now; if I cannot remember my algebra because the calculus is in my mind that would be retroactive (I cannot remember the old), but if I remember my algebra but keep forgetting the calculus then that would be proactive (I cannot remember the new).
35) Repression: This usually occurs when a person does not want to remember an event that was embarrassing or upsetting to them. It is a defense mechanism that can sometimes unconsciously put away or alter a memory so that it does not hurt a person’s self-confidence. An example of repression could be when someone brings up me slipping down the steps, I may remember their being water there that I slipped on or someone pushed me, when the truth is I really just fell but would not want to admit that was what happened.
36) Misinformation effect: This is when people are told slightly wrong information about an event that happened in the past. By being misled the person’s idea of the even usually becomes over exaggerated or skewed to what they were told. An example is, when I got into a car accident last year my friends would tell the story to others and by the time people would come to me directly they always thought it was much worse than it actually was, because over time of people retelling it, it got more exaggerated because a person would change it a tiny bit.
37) Source amnesia: This is when a person remembers a certain event but does not remember the source it came from. This can lead to many false memories because it may be made up or altered from the person retelling it. A perfect example that happens a lot in my life is when I tell a friend a story I will later overhear her repeating it to others, a bit more exaggerated though, telling them as if she was the one that was there when it really was not.
38) Binocular cues (not in 9): For these it is necessary to use both eyes because it is used to judge depth. This is taken into effect for 3-D movies which manipulate your eyes to see a flat screen in three dimensions. For example, try walking around a room with lots of objects in it with only one eye open; it will be much harder than if both eyes are open because with one eye it is much harder to judge depth.
39) Monocular cues (not in 9): Only one eyes need to be open for these because they deal with distances. These are necessary to judge size, height, motion, texture, position, perspective, and lights and shadows. For example, when trying to make a left turn a person must judge how far away the car is and how fast it is going to know if they can make the turn safely of not.



5. Research Bloom’s Taxonomy of Educational Objectives and Gardner’s Theory of Multiple Intelligences. How do they tie into what you learned about human memory and also, how can they help you create an affective learning strategy? Provide 3 pieces of factual support for your reasoning.
These tie into what we’ve learned because they both deal with the way people learn. We can use Gardner’s theory to figure out how a person learns the best. We used the survey to find out how the people in our classes learn the best. We can take this information and apply it to our strategy to help make people learn the information the best. We can use Bloom’s taxonomy to figure out how to teach people the most effective way. We will stay away from the bottom of the pyramid with knowledge and comprehension because that will not help the students remember all the information in the long run. Instead we will focus on the top of the pyramid (evolution, synthesis, analysis and application) because by doing this the students will be able to remember and understand the information.