Write a 5–6-page summary of what you learned from three chosen scholarly
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:
Capella Multimedia
Click the links provided below to view the following multimedia pieces:
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)?
- 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 Ro
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