As you begin this chapter on memory processes, please take a momen.docx

As you begin this chapter on memory processes, please take a
moment to call to mind your own earliest memory. How long
ago did the memory originate? How vivid a scene do you recall?
Has your memory been influenced by other people’s
recollections of the same event? Now, a slightly different
exercise. Please imagine what it would be like if you suddenly
had no memory of your past—of the people you have known or
of events that have happened to you. You wouldn’t remember
your best friend’s face, or your 10th birthday, or your senior
prom. Without such time anchors, how would you maintain a
sense of who you are—of your self-identity? Or suppose you
lost the ability to form any new memories. What would happen
to your most recent experiences? Could you follow a
conversation or untangle the plot of a TV show? Everything
would vanish, as if events had never existed, as if you had never
had any thoughts in mind. If you have never given much thought
to your memory, it’s probably because it tends to do its job
reasonably well—you take it for granted, alongside other bodily
processes, like digestion or breathing. But as with stomachaches
or allergies, the times you notice your memory are likely to be
the times when something goes wrong: You forget your car
keys, an important date, lines in a play, or the answer to an
examination question that you know you “really know.” There’s
no reason you shouldn’t find these occasions irritating, but you
should also reflect for a moment on the estimate that the
average human brain can store 100 trillion bits of information.
The task of managing such a vast array of information is a
formidable one. Perhaps you shouldn’t be too surprised when an
answer is sometimes not available when you need it! The goal
for this chapter is to explain how you usually remember so
much and why you forget some of what you have known. We
will explore how you get your everyday experiences into and
out of memory. You will learn what psychology has discovered
about different types of memories and about how those

memories work. In the course of learning the many facts of
memory, you’re likely to gain an appreciation for how
wonderful memory is. One last thing: Because this is a chapter
on memory, let’s put your memory immediately to work. Please
try to remember the number 51. Do whatever you need to do to
remember 51. And yes, there will be a test! WHAT IS
MEMORY? Memory is the capacity to encode, store, and
retrieve information. In this chapter, we will consider memory
to be a type of information processing. The bulk of our
attention, therefore, will be trained on the flow of information
in and out of your memory systems. Our examination of the
processes that guide the acquisition and retrieval of information
will enable you to refine your sense of what memory means.
memory the mental capacity to encode, store, and retrieve
information. Functions of Memory When you think about
memory, what is most likely to come to mind at first are
situations in which you use your memory to recall (or try to
recall) specific events or information: your favorite movie, the
dates of World War II, or your student ID number. In fact, one
of the important functions of memory is to allow you to have
conscious access to the personal and collective past. But
memory does much more for you than that. It also enables you
to have effortless continuity of experience from one day to the
next. When you walk through your neighborhood, for example,
it is this second function of memory that makes the buildings
along the way seem familiar. In defining types of memories, I
will make plain to you how hard your memory works to fulfill
these functions, often outside of conscious awareness. How are
actors and actresses able to remember all the different aspects—
movements, expressions, and words—of their performances?
Implicit and Explicit Memory Consider Figure 7.1. What’s
wrong with this picture? It probably strikes you as unusual that
there’s a rabbit in the kitchen. But where does this feeling come
from? You probably didn’t go through the objects in the picture
one by one and ask yourself, “Does the toaster belong?” “Do the
cabinets belong?” Rather, the image of the rabbit jumps out at

you as being out of place. This simple example allows you to
understand the difference between explicit and implicit uses of
memory. For circumstances in which you engage conscious
effort to encode or retrieve information, those are explicit uses
of memory. When you encode or retrieve information without
conscious effort, those are implicit uses of memory. Your
discovery of the rabbit is implicit because your memory
processes brought past knowledge of kitchens to bear on your
interpretation of the picture without any particular effort on
your part. Suppose now I asked you, “What’s missing from the
picture?” To answer this second question, you probably have to
put explicit memory to work. What appears in the typical
kitchen? What’s missing? (Did you think of the sink or the
stove?) Thus, when it comes to using knowledge stored in
memory, sometimes the use will be implicit—the information
becomes available without any conscious effort—and sometimes
it will be explicit—you make a conscious effort to recover the
information. explicit use of memory conscious effort to encode
or recover information through memory processes. implicit uses
of memory availability of information through memory
processes without conscious effort to encode or recover
information. FIGURE 7.1 What’s Wrong with This Picture? Did
you think right away, “What’s a rabbit doing in the kitchen?” If
the image of the rabbit immediately jumped out at you, it is
because your memory processes performed an analysis of the
scene outside of consciousness and delivered the rabbit as the
odd element. The same distinction applies when it comes to the
initial acquisition of memories. How do you know what should
appear in a kitchen? Did you ever memorize a list of what
appears there and what the appropriate configuration should be?
Probably not. Rather, it’s likely that you acquired most of this
knowledge without conscious effort. By contrast, you probably
learned the names of many of the objects in the room explicitly.
As you’ll see in Chapter 10, to learn the association between
words and experiences, your younger self needed to engage in
explicit memory processes. You learned the word refrigerator

because someone called your explicit attention to the name of
that object. The distinction between implicit and explicit
memory greatly expands the range of questions researchers must
address about memory processes (Roediger, 2008). Most early
memory research focused on the explicit acquisition of
information. Experimenters most frequently provided
participants with new information to retain, and theories of
memory were directed to explaining what participants could and
could not remember under those circumstances. However, as
you will see in this chapter, researchers have now devised
methods for studying implicit memory as well. Thus you can
obtain a more complete account of the variety of uses to which
you put your memory. In fact, most circumstances in which you
encode or retrieve information represent a mix of implicit and
explicit uses of memory. Let’s turn now to a second dimension
along which memories are distributed. Declarative and
Procedural Memory Can you whistle? Go ahead and try. Or if
you can’t whistle, try snapping your fingers. What kind of
memory allows you to do these sorts of things? You probably
remember having to learn these skills, but now they seem
effortless. The earlier examples of implicit and explicit
memories all involved the recollection of facts and events,
which is called declarative memory. Now we see that you also
have memories for how to do things, which is called procedural
memory. Because the bulk of this chapter will be focused on
how you acquire and use facts, let’s take a moment now to
consider how you acquire the ability to do things. declarative
memory Memory for information such as facts and events.
procedural memory Memory for how things get done; the way
perceptual, cognitive, and motor skills are acquired, retained,
and used. Procedural memory refers to the way you remember
how things get done. With enough practice, you are able to
acquire, retain, and employ procedural memories for perceptual,
cognitive, and motor skills. Theories of procedural memory
often concern themselves with how much practice you need and
over what period of time: How do you go from a conscious list

of declarative facts about some activity to unconscious,
automatic performance of that same activity (Taatgen et al.,
2008)? And why is it that after learning a skill, you often find it
difficult to go back and talk about the component declarative
facts? We can see these phenomena at work in even the very
simple activity of punching in a phone number that, over time,
has become highly familiar. At first, you probably had to think
your way through each digit, one at a time. You had to work
through a list of declarative facts: Why does pretending to
punch in a number help you to remember it? First, I must punch
2, Next, I must punch 0, Then I punch 7, and so on. However,
when you began to punch in the number often enough, you
could start to produce it as one unit—a swift sequence of
actions on the touch-tone pad. The process at work is called
production compilation: The mental commands that produce
separate actions get compiled together (Taatgen & Lee, 2003).
As a consequence of practice, you are able to carry out longer
sequences of the activity without conscious intervention and
mental effort (Stocco et al., 2010). But you also don’t have
conscious access to the content of these compiled units: Back at
the telephone, it’s not uncommon to find someone who can’t
actually remember the phone number without pretending to
punch it in. In general, production compilation makes it hard to
share your procedural knowledge with others. You may have
noticed this if your parents tried to teach you to drive. Although
they may be good drivers themselves, they may not have been
very good at communicating the content of compiled good-
driving procedures. You may also have noticed that production
compilation can lead to errors. If you are a skilled typist,
you’ve probably suffered from the the problem: As soon as you
hit the t and the h keys, your finger may fly to the e, even if
you’re really trying to type throne or thistle. Once you have
sufficiently committed the execution of the to procedural
memory, you can do little else but finish the sequence. Without
procedural memory, life would be extremely laborious—you
would be doomed to go step by step through every activity.

However, each time you mistakenly type the, you can reflect on
the trade-off between efficiency and potential error. Let’s
continue now to an overview of the basic processes that apply to
all these different types of memory. An Overview of Memory
Processes No matter what the category of memory, being able to
use knowledge at some later time requires the operation of three
mental processes: encoding, storage, and retrieval. Encoding is
the initial processing of information that leads to a
representation in memory. Storage is the retention over time of
encoded material. Retrieval is the recovery at a later time of the
stored information. Simply put, encoding gets information in,
storage holds it until you need it, and retrieval gets it out. Let’s
now expand on these ideas. encoding The process by which a
mental representation is formed in memory. storage The
retention of encoded material over time. retrieval The recovery
of stored information from memory. Encoding requires that you
form mental representations of information from the external
world. You can understand the idea of mental representations by
analogy to representations outside your head. Imagine I wanted
to know something about the best gift you got at your last
birthday party. (Let’s suppose it’s not something you have with
you.) What could you do to inform me about the gift? You
might describe the properties of the object. Or you might draw a
picture. Or you might pretend that you’re using the object. In
each case, these are representations of the original object.
Although none of the representations is likely to be quite as
good as having the real thing present, they should allow me to
acquire knowledge of the most important aspects of the gift.
Mental representations work much the same way. They preserve
important features of past experiences in a way that enables you
to re-present those experiences to yourself. If information is
properly encoded, it will be retained in storage over some
period of time. Storage requires both short-and long-term
changes in the structures of your brain. At the end of the
chapter, we will see how researchers are attempting to locate
the brain structures that are responsible for storing new and old

memories. We will also see what happens in cases of extreme
amnesia, where individuals become incapable of storing new
memories. Retrieval is the payoff for all your earlier effort.
When it works, it enables you to gain access—often in a split
second—to information you stored earlier. Can you remember
what comes before storage: decoding or encoding? The answer
is simple to retrieve now, but will you still be able to retrieve
the answer as swiftly and confidently when you are tested on
this chapter’s contents days or weeks from now? Discovering
how you are able to retrieve one specific bit of information
from the vast quantity of information in your memory
storehouse is a challenge facing psychologists who want to
know how memory works. Although it is easy to define
encoding, storage, and retrieval as separate memory processes,
the interaction among
Memory
An Information-Processing Model
How does memory work? Here is a simplified description:
Let’s start by examining the encoding and storage stages,
collectively referred to as Memory Processing.
Memory Processing
Memory processing can be automatic (happen without
consciously thinking about it) or effortful.
Automatic processing leads to “implicit”memory, where we
remember something without any effort or conscious thought.
Many physical skills are acquired this way, such as how to
roller skate or ride a bike. A sense of direction is also often
automatic; we memorize the way to the grocery store after
several trips riding as a passenger in a car. We also form
automatic associations or memories to situations that have an
emotional impact, such as feeling anxious when we enter the
dentist’s office.
Effortful processing is more akin to what we think of as

“learning.” Effortful processing is the deliberate application of
repetition and strategies to store information. We learn to play
music, remember a name, or remember a new recipe with
effortful processing. These strategies lead to our “Explicit”
memories, the things we “know” we remember.
Let’s examine effortful processing in more detail.Effortful
Processing Strategies
We use effortful processing strategies to encode information all
the time. For example, we would have a hard time memorizing
the letters “MORDBKIPNAMPL” since we only have short-term
recall of 7 letters. However, we could more easily remember
more than 7 letters if we group them into words.
”MORDBKIPNAMPL” is easier to remember when rearranged
as “PINK BEDROOM LAMP”.
This is an example of an effortful processing strategy—a way to
encode information into memory to keep it from decaying and
make it easier to retrieve. Effortful processing is also known as
studying.
Let’s look at some other effortful processing strategies:
Chunking
Chunking refers to a strategy to organize data into manageable
units.
Credit card companies use chunking to help you remember your
credit card number. Did you ever wonder why credit card
numbers are broken up into groups of four digits? Four
“chunks” are easier to encode (memorize) and recall than
sixteen individual digits.
Chunking works even better if we can assemble information into
meaningful groups. For example, which of the following is
easier to memorize?
XID KKF CFB IAN AAC PCV S SU VRO FNB AQ
X IDK KFC FBI BA NAACP CVS SUV ROFL NBA Q
Mnemonics
A mnenomic is a memory “trick” that connects information to
existing memory strengths such as imagery or structure.

Imagine that you have the following grocery list: bread, eggs,
cookies, and kale. Any of the following mnenomics could be
used to help you remember the things on your list.
· Try forming a visual image of each item.
· Create an acronym with the first letter of each word, so
“Bread, Eggs, Cookies, and Kale" becomes “BECK”.
· Use a peg word system. In this strategy you visually associate
new words with an existing list that is already memorized. For
example, my street address is “6823” and I may “peg” each of
the things on my list to a number on my street address, so I
associate 6 = Bread, 8 = Eggs, 2 = Cookies, and 3 = Kale.
Making Information Personally Meaningful
Another strategy to help memorize information is to make that
information personally meaningful. The self-reference effect—
relating material to ourselves—aids in encoding and retention.
We can memorize a set of instructions more easily if we figure
out what it means rather than seeing it as a set of words. Actors
are able to memorize lines more easily (and students memorize
poems more easily) by deciding on the feelings and meanings
behind the words, so that one line flows naturally to the next.
Memorizing meaningful material takes one tenth of the effort of
memorizing nonsense syllables.
Try memorizing the following words: Bold, truck, green, glue,
chips, knob, hard.
Now try memorizing the list of words again, only this time
consider how each word relates to you. For instance, you may
think of "bold” as being a quality associated with your sister,
and “truck” as your husband’s truck, and “green” may be your
favorite color, etc. Does this make the words easier to
remember?
Alternately, you could employ the “Method of Loci” and attach
each word on your list to a familiar place, such as your home.
You would envision a “bold” color in the living room, then
parked in the driveway is your husband’s “truck,” the next room
is your “green” kitchen, in the closet you envision the “glue”
sticks you bought for crafts, and so on.Emotions and Memory

Strong emotions, especially stress, can strengthen memory
formation. Flashbulb memories refer to emotionally intense
events that become “burned in” as a vivid-seeming memory. For
instance, many of us remember what we were doing when we
first heard that the Challenger exploded, or that airplanes had
crashed into the World Trade Center on 9/11. We also may have
a vivid memory of a significant personal event, such as the first
time we saw our child, or the last time we saw our father before
his death.
Vividly storing information about dangers may have helped our
ancestors to survive. However, it is important to note that
flashbulb memories are not as accurate as they feel. Our
flashbulb memories may seem very vivid to us, but research has
found they are subject to unconscious elaboration and “wishful”
thinking over time.Memory Retrieval
Next, let’s consider processes involved in retrieving memories
which have been stored. We will focus on 3 simple types of
retrieval: recall, recognition, and relearning.
Recall: Some people, through practice, visual strategies, or
biological differences, have the ability to store and recall
thousands of words or digits, reproducing them years later. Fill-
in-the-blank tests are tests of recall.
Recognition: The average person can view 2500 new faces and
places, and later can point out, with 90% accuracy, which ones
he or she has seen before. Multiple Choice tests are examples of
tests of recognition.
Relearning: Some people are unable to form new memories,
especially of episodes. Although they would not recall a puzzle-
solving lesson, they might still solve a puzzle faster after each
lesson. This is an example of implicit memory, in which we
show evidence of memory (learning) without realizing we are
remembering!Amnesia
There are two types of amnesia—retrograde amnesia and
anterograde amnesia.
Retrograde amnesia refers to an inability to retrieve memory of
the past.

Retrograde amnesia can be caused by head injury or emotional
trauma and is often temporary. Retrograde amnesia can also be
caused by more severe brain damage. In that case it may include
the second form of amnesia, anterograde amnesia.
Anterograde amnesia refers to an inability to form new long-
term declarative/explicit memories.
Most movie amnesia is retrograde amnesia, with the exception
of the movie Memento which depicts anterograde amnesia. The
most famous case of anterograde amnesia is H.M., who lived
with no memories of life after surgery.
Improve your Grades
Let’s apply what we’ve learned about memory to improve
grades. The following are ways to save overall studying time
and build more reliable memory:
1. Learn the material in more than one way, not just by rote,
but by creating many retrieval cues.
a. Think of examples and connections to what you are reading
(add meaningful depth).
b. Create mnemonics—songs, images, and lists.
2. Minimize interference with related material or fun activites.
Study right before sleep or other mindless activity.
3. Have muliple study sessions, spaced further and further apart
after first learning the material.
4. Spend your study sessions activating your retrieval cues
including context (recalling where you were when learning the
material).
5. Test yourself in study sessions. This serves two goals. First
you practice doing retrieval as you would in a test, and second,
to overcome the overconfidence error—the material seems
familiar, but can you explain it in your own words?Life-Span
Perspective
Allison, with her husband Ben, visits her parents for the first
time since she got married. Her mother shows Ben the family
album—Allison's baby hand and feet impressions, her first baby
steps, her first day at school, her first date, a picture with her
brother, Allison in her prom dress, Allison with her high school

diploma, and so on. These pictures give Ben glimpses of
Allison's life until their marriage. Looking through the album,
Ben gets a feel of Allison's life. However, many more events
and changes must have shaped Allison's personality.
Psychology studies continuity and change in a person's
complete lifespan. There are different theories of development.
Review the chart below to compare.
Let's review one of the most widely applied models, the life-
span perspective. The life stage theory developed by Erik
Erikson, a famous psychologist, provided a comprehensive
understanding of lifespan development.
Erikson's Life Stage Theory
Erik Erikson developed a life stage theory in which individuals
go through eight stages in life. Each stage is characterized by a
psychosocial dilemma—a conflict between personal demands
and the demands placed by the world outside that one outgrows
to reach the next stage. At every stage, an individual might
experience any one of the psychosocial dilemmas. The way the
individual emerges from these dilemmas will determine how
satisfied the individual is and how the individual interacts with
the environment.
Erikson's theory gives a more holistic view to personality
development, but the more common way of looking at lifespan
development is in terms of five distinct stages: infancy,
childhood, adolescence, adulthood, and old age. Each stage
brings with it its corresponding physiological and psychological
changes.
Now, let's explore the changes faced by individuals at each of
these five stages of life.Infancy
The first two years in the life of a baby constitute the infancy
years.
In the years of infancy, infants take their first steps and speak
their first words. It is important, at this point, that parents
provide their babies adequate stimulation so that physical and
verbal development takes place at the right time. Emotional

development is minimal during these two years.
Some specific physical changes that take place during infancy
are as follows:
· An infant can differentiate its mother's face from anyone else's
by about three months.
· An infant grows in weight and length, and by about 13 months,
is usually able to sit up and crawl.
· An infant is capable of distinguishing between sounds, colors,
odors, and sights. It does not look long at an object presented to
it more than two times.
· An infant is usually able to respond in a conditioned manner
to actions, such as stroking of its face, within two years.
Research shows that an infant is capable of imitating
expressions demonstrated by others.Childhood
The 10 to 13 years following infancy constitute the childhood
years. The maximum learning takes place during this stage.
There are many important milestones for a child during these
years to successfully travel through to help the child emerge as
a healthy and happy adolescent.
There are many physical, cognitive, emotional, social, and
moral perspectives of development through these important
years that you will read about in your texts.
Physical growth accompanies maturation of motor ability and
the ability to experience more of their environment. This also
includes the acquisition of language and the ability to
communicate to others.
Children also experience significant cognitive development,
which is best explained by Piaget's theory of child development.
Click here to learn more about Piaget’s theory.Adolescence
Adolescence involves physical changes determined by hormonal
changes, which bring variations in behavior and attitude. This
period is also known as puberty, and it marks the transition
between childhood and adulthood. Let's now examine some
prominent cognitive and emotional issues faced by
adolescents.Adulthood
After adolescence, the next 22 to 65 years constitute the

challenging world of adulthood where there is less turbulence
and greater responsibility. The psychological and physiological
changes of adulthood are explained through three different
viewpoints.
Click here to learn more.
Older Life
The single-most common issue of old age is coming to terms
with mortality—inevitable death. Elderly people who live until
their 90s have had to cope with the deaths of many of their
loved ones. From the time they reach their 70s, having
witnessed the loss of many people of their own age, they start
believing that death may be near for them. When faced with
illness, they often experience denial about the implications of
their illness. After passing through phases of anger, bargaining,
and depression, however, many people arrive at an acceptance
of their situation. Typical grief reactions consist of shock, grief,
apathy, dejection, and depression followed by a renewed sense
of experiencing joys and relationships in life that still exist.
After elderly people come to terms with fading health and
death, they are much more likely to be happy in the last few
years of their lives. Many people experience great pleasure in
looking back on their life experiences and accomplishments, as
well as being able to appreciate life with greater perspective
and understanding. Although aging brings many difficulties it
can also bring a great deal of reflection, satisfaction, and hope
about life.
Applied Learning
Psychology is an interesting field of study because the theories
and concepts that you learn can often be observed in the world
around you. This assignment allows you to consider material
you have covered in the content of this module and apply those

concepts to your own life.
In Section 1, you will identify and define ideas. In this module,
as you reviewed your course materials, you likely discovered
many interesting new ideas in psychology.
· Identify three different concepts, ideas, or research findings
that were interesting or useful to you.
· Explain or describe each concept, theory or research finding in
detail, in your own words.
· A good response here would be at least 150 words. Be sure to
use proper spelling and grammar in your response. Write your
response in the space below.
Response:
In Section 2, you will make anapplication to your personal life.
· After identifying the interesting concepts, ideas, or research
findings above, provide anoriginal example of how one of them
is relevant in your personal or family life.
Response:
In Section 3, make anapplication to your work life.
· From the interesting concepts, ideas or research findings
identified in Section 1 provide anoriginal example of how one
of them is relevant in your work life. Or, can you think of an
example of how this issue plays out in your own current or
future career?
Response:

Grading Rubric
Assignment 3 Grading Criteria
Maximum Points
Described in at least 150 words three different concepts, ideas
or research findings from the content covered in this module.
50
Described in at least 150 words how one concept, idea, or
research from this module can be applied to personal life.
25
Described in at least 150 words how one concept, idea, or
research from this module can be applied to work life.
25
Used correct spelling and grammar.
10
Total:
110
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Module 3 Overview
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Module 3—Readings; Videos; and Outlines
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Memory

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Effor�ul Processing Strategies
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Emo�ons and Memory
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Memory Retrieval
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Amnesia
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Improve your Grades
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Life-Span Perspec�ve
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Infancy
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Childhood
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Adolescence
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Adulthood
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Older Life
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Summary
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M3 Assignment 1 Discussion
Discussion Topic
Due December 1 at 11:59 PM
Assignment 1: Applying Memory Research to Learning

Due by the due date assigned. Complete your par�cipa�on for
this assignment through the end of
the module.
First review the Memory chapter in your textbook, then respond
to all of the following prompts.
a. Describe how the process of memoriza�on works. Use the
terms Encoding, Storage, and
Retrieval in your explana�on.
b. Imagine that you have a son in 7th grade. Your son needs to
memorize all the states and
their capitals for his social studies class. Based on what you
have learned in your text,
provide two memory �ps or techniques for your son to use. In
each case, provide enough
detail to illustrate the technique you are recommending.
c. State one fact you’ve learned about memory this module that
will help you in your own
studies.
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Tips for Completing the Psychology Worksheets
Section 1 asks you to identify 3 different concepts, ideas or
research findings that you found interesting this week. You
may choose a new idea you learned, such as a strong attachment
to a parent during infancy is important for normal development,
or a new concept such as Retroactive Interference, or Oedipus
Complex. Or, you may describe a study you learned about in
the text book, such as A study found that first-born children are
often the highest achievers among their siblings.
· Be sure to supply enough information about your idea, concept
or research finding, in order to earn credit.
· Imagine that you must explain each one to a friend. What
would you say? Can you summarize it in a few sentences for
your friend to understand?
· While you need to write the description in your own words,
you also need to base the description on what you read and
learn in class. Be sure that you are using the terms and ideas
accurately by reading carefully.
· Remember, you need to identify and explain three different
ideas, concepts or research findings that interested you this
week.
Section 2 asks you to delve further in one idea from above, that
you feel has special significance for your personal life. So, for

instance, you may choose to write about attachment during
infancy, and how your attachment to your parent affected your
life.
· Remember, while you are using your own example, you need
to base your statements on what you learn in class, not simply
your opinion. So, for instance, you may describe how your
little son has said he “wishes he could marry his mother” when
he grows up, and this is consistent with Freud’s ideas about the
Oedipus Complex.
· Stick close to what you learn about each idea, and talk about
how your example illustrates this.
Section 3 asks you to think about how one idea from above
might apply to your current or future work life.
· Will you use this idea, concept or research finding at some
point? How?
· Why would it be relevant? Or, what insight did you gain that
can be applied to your professional life? For instance, you
might learn about Maslow’s ideas regarding motivation, and
apply those to striving for success in your chosen field.
· Remember, while you are writing about your own example,
you need to be sure to use material from the text to support
what you say.

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As you begin this chapter on memory processes, please take a momen.docx