Human Memory Assignment

Human Memory Assignment

Human Memory Assignment

Human Memory
Write a 5–6-page summary of what you learned from three chosen scholarly sources that relate to the memory issue presented in a movie. Explain how the sources relate to what you learned about how memory functions.

In this assessment, you will be able to explain to others how research findings apply to a particular memory issue.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources

Click the links provided to view the following resources:

APA Paper Template.
APA Style and Format.
SHOW LESS

Capella Multimedia

Click the links provided below to view the following multimedia pieces:

Human Memory I: Conceptual Approaches | Transcript.
Life Without Memory | Transcript.
Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP3500 – Learning and Cognition Library Guide to help direct your research.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

Brenneis, C. B. (2000). Evaluating the evidence: Can we find authenticated recovered memory? Psychoanalytic Psychology, 17(1), 61–77.
Lange, E. B., & Verhaeghen, P. (2009). No age differences in complex memory search: Older adults search as efficiently as younger adults. Psychology and Aging, 24(1), 105–115.
Loftus, E. F. (2003). Make-believe memories. American Psychologist, 58(11), 867–873.
Berman, M. G., Jonides, J., & Lewis, R. L. (2009). In search of decay in verbal short-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(2), 317–333.
Broekkamp, H., & Van Hout-Wolters, B. H. A. M. (2007). Students’ adaptation of study strategies when preparing for classroom tests. Educational Psychology Review, 19(4), 401–428.
Delaney, P. F., & Verkoeijen, P. P. J. L. (2009). Rehearsal strategies can enlarge or diminish the spacing effect: Pure versus mixed lists and encoding strategy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(5), 1148–1161.
Ferla, J., Valcke, M., & Schuyten, G. (2008). Relationships between student cognitions and their effects on study strategies. Learning and Individual Differences, 18(2), 271–278.
Brainerd, C. J., Reyna, V. F., & Ceci, S. J. (2008). Developmental reversals in false memory: A review of data and theory. Psychological Bulletin, 134(3), 343–382.
McCauley, M. R., & Fisher, R. P. (1995). Facilitating children’s eyewitness recall with the revised cognitive interview. Journal of Applied Psychology, 80(4), 510–516.
Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures (4th ed.). Boston, MA: Allyn and Bacon.
You may find Chapters 7, 8, 9, and 10 particularly relevant to the topics in this assessment.
Assessment Instructions

Write a 4–5-page summary of what you learned from three chosen scholarly sources that relate to the memory issue presented in a movie. Explain how the sources relate to what you learned about how memory functions.

Preparation

To prepare for this assessment, complete the following:

Memory issues are common themes for movies, theater productions, and television shows. Select and view one movie that illustrates an important effect of memory. Some possible choices are Memento (2000), 50 First Dates(2004), Eternal Sunshine of the Spotless Mind (2004), The Notebook (2004), and Total Recall (1990).
Find at least three scholarly or peer-reviewed sources that address the problem in memory and help you better understand the causes and consequences of the memory issue portrayed in the movie. Think about the accuracy with which the character(s) is portrayed as an individual who has the memory condition.
Research the difference between semantic, episodic, and procedural memory.
Directions

For this assessment, complete the following:

Briefly describe the plot of the movie you selected and the main character(s) involved. Explain why you chose the movie in relation to the memory issue of interest, and how the movie illustrates the memory effect of interest (about one paragraph).
Using the three scholarly sources you found that relate to the memory issue presented in the movie, summarize what you learned from the sources and explain how the sources relate to what you learned about how memory functions.
Taking into account what you have learned about memory, describe what was realistic about the movie’s presentation and what inaccuracies you identified. What would you change in the movie to make a more accurate presentation? What type of memory system was dealt with in the movie (semantic, episodic, or procedural)?

Human Memory Assignment

Human Memory Assignment
Describe and incorporate the relevant scholarship and theories—what is known about the condition and what the problems or unresolved issues are that have yet to be researched—as it relates to the memory condition presented in the movie.
Strive to be as concise as possible and limit the length of your completed assessment to 4–5 pages, in addition to the title page and references page. Support your statements and analyses with references and citations from at least three resources.

Additional Requirements

Include a title page and a reference page.
Use at least three resources.
Follow APA format.
Note: You may use the APA Paper Template linked in the Resources. This resource is not required.
Use 12-point, Times New Roman font.
Double-space your paper.
Human Memory Scoring Guide

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDSummarize scholarly research articles related to memory.Does not summarize scholarly research articles related to memory.Partially summarizes scholarly research articles related to memory, but the summaries are incomplete.Summarizes scholarly research articles related to memory.Summarizes the key points of scholarly research articles related to memory in a clear and concise manner.Explain how research findings apply to a particular memory issue.Does not identify how research findings apply to a particular memory issue.Identifies ways in which research findings relate to a particular memory issue, but provides little or no explanation.Explains how research findings relate to a particular memory issue.Analyzes how research findings apply to a particular memory issue and supports conclusions with a strong rationale.Describe the problems and unresolved issues within a particular area of research.Does not identify the problems and unresolved issues within a particular area of research.Identifies the problems and unresolved issues within a particular area of research, but provides little or no description.Describes the problems and unresolved issues within a particular area of research.Describes the problems and unresolved issues within a particular area of research and supports conclusions with a strong rationale.Apply theory and research to a particular memory issue.Does not apply knowledge of theory and research to a particular memory issue.Attempts to apply theory and research to a particular memory issue, but the knowledge or application is incomplete or inappropriate to the situation. Applies theory and research to a particular memory issue.Applies theory and research to a particular memory issue and supports conclusions with a strong rationale. Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.Writing does not support a central idea. Does not use correct grammar, usage, and mechanics as expected of a psychology professional.Writes to support an idea, but the writing is inconsistent and contains numerous errors of grammar, usage, and mechanics.Writes to coherently support a central idea with few errors of grammar, usage, and mechanics.Writes coherently, using evidence to support a central idea with correct grammar, usage, and mechanics, as expected of a psychology professional.Successfully implement APA style.Does not apply proper APA formatting and style.Written communication is adequate but has some APA errors and inconsistencies.Successfully implements APA style with only minor errors in format.Applies scholarly writing skills, and uses proper APA formatting and style in the body of the paper and references list.

Human Memory Assignment

Human Memory Assignment

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.