Checking for understanding: Emotion & memory
The following worksheet checks your understanding of the role of emotion on one cognitive process - memory. Try to answer the questions first before checking the answers that are provided in the "hidden boxes."
Checking for understanding
1. Why is the original study by Brown and Kulik rather problematic in its conclusion that surprise played a key role in the creation of flashbulb memories?
2. What is meant by the importance-driven model?
3. Why might demand characteristics have played a role in Brown & Kulik’s study?
4. What did Phelps find about the memories of people who were close to Ground Zero during the terrorist attacks of 9/11?
5. Sharot used an fMRI to attempt to replicate the findings of Phelps. Some argue that there could be artifacts as a result of using an fMRI. What does this mean?
6. What did de Quervain’s study in Rwanda teach us about Flashbulb memory?
7. What does cross-cultural research seem to indicate about FBM?
Exam tips
Remember this information addresses the question: "Discuss the effect of emotion on one cognitive process." In order to do well on an exam question, you should be able to do the following:
- Define Flashbulb memory.
- Identify the emotion - surprise - which theoretically plays a role in Flashbulb memory.
- Describe 2 - 3 studies. I would recommend the original study by Brown & Kulik, one study that supports Flashbulb memory (Sharot or McCaugh & Cahill) and one that challenges Flashbulb memory (Neisser & Harsch)
- Evaluate the studies.
- Discuss why it is difficult to know whether flashbulb memory actually exists.