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	<title>Comments on: AS Memory</title>
	<atom:link href="http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/book-resources/as-memory/feed/" rel="self" type="application/rss+xml" />
	<link>http://www.oxfordschoolblogs.co.uk/psychcompanion/blog</link>
	<description>Psychology: The Online Companion</description>
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		<title>By: Cara Flanagan</title>
		<link>http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/book-resources/as-memory/comment-page-1/#comment-20392</link>
		<dc:creator>Cara Flanagan</dc:creator>
		<pubDate>Sun, 08 Jan 2012 10:21:44 +0000</pubDate>
		<guid isPermaLink="false">http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/?page_id=343#comment-20392</guid>
		<description>Hello Marlya

I&#039;m not sure what details you want - the essential summary is in the book - brain scanning techniques (MRI and PET scans) were used to monitor participants&#039; brains while engaged in STM (working memory) tasks. The area of the brain that was active was the prefrontal cortex. The reference for the article is &#039;The Machinery of Thought&#039;, Scientific American, August 1997, pp. 78-83 if you want to get the original to find out more information.

Cara</description>
		<content:encoded><![CDATA[<p>Hello Marlya</p>
<p>I&#8217;m not sure what details you want &#8211; the essential summary is in the book &#8211; brain scanning techniques (MRI and PET scans) were used to monitor participants&#8217; brains while engaged in STM (working memory) tasks. The area of the brain that was active was the prefrontal cortex. The reference for the article is &#8216;The Machinery of Thought&#8217;, Scientific American, August 1997, pp. 78-83 if you want to get the original to find out more information.</p>
<p>Cara</p>
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		<title>By: Mariya</title>
		<link>http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/book-resources/as-memory/comment-page-1/#comment-20388</link>
		<dc:creator>Mariya</dc:creator>
		<pubDate>Sat, 07 Jan 2012 18:36:07 +0000</pubDate>
		<guid isPermaLink="false">http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/?page_id=343#comment-20388</guid>
		<description>Hi, please can you summarise the study on short term memory that Beardsley carried out.
Thanks.</description>
		<content:encoded><![CDATA[<p>Hi, please can you summarise the study on short term memory that Beardsley carried out.<br />
Thanks.</p>
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	<item>
		<title>By: Cara Flanagan</title>
		<link>http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/book-resources/as-memory/comment-page-1/#comment-16858</link>
		<dc:creator>Cara Flanagan</dc:creator>
		<pubDate>Mon, 10 Jan 2011 08:13:07 +0000</pubDate>
		<guid isPermaLink="false">http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/?page_id=343#comment-16858</guid>
		<description>Hello D Jones 

The idea was that, in order to retrieve information from LTM it needs to be brought into working memory and then output. You also might want to retrieve information from LTM to work on it in STM, for example when constructing an essay about the mutli-store model you would access some of the stuff you remember from before but might also use stuff you are reading as you write it.

Cara</description>
		<content:encoded><![CDATA[<p>Hello D Jones </p>
<p>The idea was that, in order to retrieve information from LTM it needs to be brought into working memory and then output. You also might want to retrieve information from LTM to work on it in STM, for example when constructing an essay about the mutli-store model you would access some of the stuff you remember from before but might also use stuff you are reading as you write it.</p>
<p>Cara</p>
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		<title>By: D.Jones</title>
		<link>http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/book-resources/as-memory/comment-page-1/#comment-16852</link>
		<dc:creator>D.Jones</dc:creator>
		<pubDate>Mon, 10 Jan 2011 00:30:23 +0000</pubDate>
		<guid isPermaLink="false">http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/?page_id=343#comment-16852</guid>
		<description>re: MSM model diagram p8 - can anyone explain the difference between the two retrieval arrows especially the &#039;information retrieval&#039; arrow going from STM to LTM?</description>
		<content:encoded><![CDATA[<p>re: MSM model diagram p8 &#8211; can anyone explain the difference between the two retrieval arrows especially the &#8216;information retrieval&#8217; arrow going from STM to LTM?</p>
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		<title>By: Adrian Frost</title>
		<link>http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/book-resources/as-memory/comment-page-1/#comment-16002</link>
		<dc:creator>Adrian Frost</dc:creator>
		<pubDate>Sat, 20 Nov 2010 10:02:38 +0000</pubDate>
		<guid isPermaLink="false">http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/?page_id=343#comment-16002</guid>
		<description>I used to use the opening scene of the cartoon film Batman &#039;Mask of The Phantasm&#039;
There&#039;s a lot to recall....
Who threw the first punch?
Who had a moustache?
How many shots fired?

http://www.youtube.com/watch?v=N9I-ICtgylw</description>
		<content:encoded><![CDATA[<p>I used to use the opening scene of the cartoon film Batman &#8216;Mask of The Phantasm&#8217;<br />
There&#8217;s a lot to recall&#8230;.<br />
Who threw the first punch?<br />
Who had a moustache?<br />
How many shots fired?</p>
<p><a href="http://www.youtube.com/watch?v=N9I-ICtgylw" rel="nofollow">http://www.youtube.com/watch?v=N9I-ICtgylw</a></p>
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		<title>By: Cara Flanagan</title>
		<link>http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/book-resources/as-memory/comment-page-1/#comment-15689</link>
		<dc:creator>Cara Flanagan</dc:creator>
		<pubDate>Fri, 22 Oct 2010 08:17:58 +0000</pubDate>
		<guid isPermaLink="false">http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/?page_id=343#comment-15689</guid>
		<description>Hello Gen

In fact there is a thread on Psychexchange at the moment on activities to use for eyewitness testimony, including some video links which might be useful. In the &lt;em&gt;Digital Companion&lt;/em&gt; there is a video of a crime which could be used. I also found one clip (part of a bicycle safety ad) on You Tube http://www.youtube.com/watch?v=64T319-PhDI&amp;feature=related. In fact any film clip would do - doesn&#039;t have to be a crime.

Hope that helps, Cara</description>
		<content:encoded><![CDATA[<p>Hello Gen</p>
<p>In fact there is a thread on Psychexchange at the moment on activities to use for eyewitness testimony, including some video links which might be useful. In the <em>Digital Companion</em> there is a video of a crime which could be used. I also found one clip (part of a bicycle safety ad) on You Tube <a href="http://www.youtube.com/watch?v=64T319-PhDI&#038;feature=related" rel="nofollow">http://www.youtube.com/watch?v=64T319-PhDI&#038;feature=related</a>. In fact any film clip would do &#8211; doesn&#8217;t have to be a crime.</p>
<p>Hope that helps, Cara</p>
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		<title>By: Jen Kelly</title>
		<link>http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/book-resources/as-memory/comment-page-1/#comment-15674</link>
		<dc:creator>Jen Kelly</dc:creator>
		<pubDate>Thu, 21 Oct 2010 10:13:49 +0000</pubDate>
		<guid isPermaLink="false">http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/?page_id=343#comment-15674</guid>
		<description>I am really struggling to find movie clips that are suitable to show my year 12 class for a cognitive interview activity in the teacher&#039;s companion. I need examples of crimes so that witnesses can be questioned using the cognitive interview technique. Do you have any recommendations? 

Thanks!</description>
		<content:encoded><![CDATA[<p>I am really struggling to find movie clips that are suitable to show my year 12 class for a cognitive interview activity in the teacher&#8217;s companion. I need examples of crimes so that witnesses can be questioned using the cognitive interview technique. Do you have any recommendations? </p>
<p>Thanks!</p>
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	<item>
		<title>By: Cara Flanagan</title>
		<link>http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/book-resources/as-memory/comment-page-1/#comment-14475</link>
		<dc:creator>Cara Flanagan</dc:creator>
		<pubDate>Wed, 19 May 2010 08:39:04 +0000</pubDate>
		<guid isPermaLink="false">http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/?page_id=343#comment-14475</guid>
		<description>A good question! Maintenance rehearsal is verbal rehearsal - when you repeat something over and over again to keep it in your short-term memory. Atkinson and Shiffrin initially suggested this kind of rehearsal was important for STM and also for transferring information to LTM. The levels of processing concept led them to revise their theory because research showed that long-term memories were more likely to be created by processing rather than simple verbal repetition. Elaborative rehearsal refers to doing something more complex with the information such as thinking about its meaning or rephrasing it.</description>
		<content:encoded><![CDATA[<p>A good question! Maintenance rehearsal is verbal rehearsal &#8211; when you repeat something over and over again to keep it in your short-term memory. Atkinson and Shiffrin initially suggested this kind of rehearsal was important for STM and also for transferring information to LTM. The levels of processing concept led them to revise their theory because research showed that long-term memories were more likely to be created by processing rather than simple verbal repetition. Elaborative rehearsal refers to doing something more complex with the information such as thinking about its meaning or rephrasing it.</p>
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		<title>By: Zahra</title>
		<link>http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/book-resources/as-memory/comment-page-1/#comment-14469</link>
		<dc:creator>Zahra</dc:creator>
		<pubDate>Fri, 14 May 2010 22:16:04 +0000</pubDate>
		<guid isPermaLink="false">http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/?page_id=343#comment-14469</guid>
		<description>Hello

What is the difference between elaborative rehearsal and maintenance rehearsal?]

Thanks</description>
		<content:encoded><![CDATA[<p>Hello</p>
<p>What is the difference between elaborative rehearsal and maintenance rehearsal?]</p>
<p>Thanks</p>
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