Psychology in Action

  • No School
  • NONE 0
  • Notes
  • 29

This preview shows page 27 - 29 out of 29 pages.

Conclusion: It is possible that many of your students will have had little or no experience with cultures that rely on narrative tradition rather than written material. This activity exposes these students to a new view of the world, via the storyteller's skills of memory and narrative. It also provides the students with the opportunity to recognize the value of these skills and to appreciate the narrative tradition as a valid, valuable method of cultural transmission. Instructor’s Resource Guide Chapter 7            Page   237
Image of page 27

Subscribe to view the full document.

W riting P roject Writing Project 7.1 Given the need for improved writing skills in college students and to respond to the call for "writing across the curriculum, " we offer writing projects for each chapter. In Chapter 7, we suggest a 2-3 page written response to one of the issues found on Handout 7.2. Recognizing the time involved in grading such writing projects, one alternative is occasionally to assign "peer grading." Collect the papers, remove student names, and assign each student a paper to grade. It helps to make their participation in peer grading a required part of the overall points for the writing project. This encourages a more thoughtful and responsible evaluation, as well as acknowledging and rewarding the additional work. The discussion questions for this chapter and the lecture lead-ins may also provide interesting topics for student writing projects. Instructor’s Resource Guide Chapter 7            Page   238
Image of page 28
H andout 7.1- Writing Project You are to write a 2 to 3 page response to one or all of the following topics: 1. After completing Chapter 7, can you appreciate the connection between chunking and "academic jargon?" Do you see how giving a complex concept a technical term (academic jargon) helps facilitate storage and retrieval? What advantages can technical terms be expected to have on the ability to store information in short-term memory? Long-term memory? 2. Explain how "state-dependent memory" may lead to an escalation of conflicts. Can you see any advantages to this phenomenon? Describe the major advantages and disadvantages. 3. Write a brief "pro" and "con" argument for and against the use of hypnosis in retrieving blocked or repressed memories. Would you be willing to be hypnotized to explore possible forgotten memories? Why or why not? 4. Write a brief paper describing your current study habits and how you plan to change these habits to incorporate the information found in this chapter. Instructor’s Resource Guide Chapter 7            Page   239
Image of page 29
You've reached the end of this preview.
  • '
  • NoProfessor
  • Memory processes

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern