Transcription of MEMORY - American Psychological Association
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MEMORY - American Psychological Association
BACK TO CONTENTSC ynthia P. May, PhD College of Charleston and Gilles O. Einstein, PhD Furman University Reviewed by Nancy Diehl, PhD Hong Kong international School Tai Tam, Hong Kong and Sheryl Freedman, MA walt whitman High School bethesda, Mddeveloped and Produced by the Teachers of Psychology in Secondary Schools (TOPSS) of the American Psychological Association , November Five-Day Unit Lesson Plan for High School Psychology TeachersiiMEMORYMEMORY A Five-Unit Lesson Plan for High School Psychology TeachersThis unit is aligned to the following content and performance standards of the National Standards for High School Psychology Curricula (APA, 2011):COGNiTiON DOMAiN STANDARD AREA: MEMORYCONTENT STANDARDSA fter concluding this unit, students understand:1. Encoding of MEMORY 2. Storage of MEMORY 3. Retrieval of memoryCONTENT STANDARDS WiTH PERFORMANCE STANDARDSCONTENT STANDARD 1: Encoding of MEMORY Students are able to (performance standards): Identify factors that influence encoding Characterize the difference between shallow (surface) and deep (elaborate) processing discuss strategies for improving the encoding of memoryCONTENT STANDARD 2: Storage of MEMORY Students are able to (performance standards): describe the differences between working MEMORY and long-term MEMORY identify and explain biological processes related to how MEMORY is stored discuss types of MEMORY and MEMORY disor
deficits in working memory. 2. explicit memory is measured with explicit memory tests, such as recall and recognition, in which an individual is fully aware that he or she is being tested. 3. it generally declines with age. b. examples include recalling the name of an old friend, remember-
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