Terms/theories: Reconstructive memory, schema, misinformation effect

Research: Bartlett (1932), Bahrick et al (1975), Berntsen & Thomsen (2005), Brewer & Treyens (1981), Loftus & Palmer (1974), Loftus & Pickrell (1995), Neisser & Harsch (1992), Yuille & Cutshall (1986) 

Critical thinking: research is often low in ecological validity; there are ethical concerns about instilling false memories; the research has been applied to courtrooms; not all types of memory appear to be open to distortion; the process of "accessing schema" cannot be observed.

Different command terms:  SAQ’s: outline, describe, explain; ERQ’s: Evaluate

Terms/theories: Heuristics - be able to define whichever bias you choose for this question.

Research: Englisch and Mussweiler (2001); Tversky & Kahnemann (1974); Strack and Mussweiler (1997); Tversky & Kahneman (1986).

Critical thinking: Much of the research is very simplistic and lacks ecological validity; it is not clear how an individual chooses a specific heuristic in a specific situation; there may be factors that influence whether a heuristic is employed (e.g. expertise or self-confidence); research is not carried out in naturalistic settings; much thought is unconscious, so we are not aware of what we are thinking when we are doing something - so being asked what we were thinking may result in demand characteristics.

Different command terms:  SAQ’s: outline, describe, explain;  ERQ’s: Evaluate research on….

Terms/theories: Flashbulb memory, reconstructive memory, HPA Axis

Research:  Brown & Kulik (1977),  Kulkofsky et al (2011),  Neisser & Harsch (1992),  Sharot et al (2007),  McGaugh & Cahill (1995) 

Critical thinking: There are cultural differences in flashbulb memory; it is important that memories can be verified - it may be that the strongest memory is the emotion, rather than the details; research is inconclusive; there is some biological evidence for highly emotional memories being processed differently in the brain.

Different command terms:  SAQ’s: outline, describe, explain; ERQ’s: Evaluate research on….

Terms/theories: You should be able to "unpack" each of the ethical considerations that you discuss - e.g. what does "informed consent" mean?

Research: Any research listed above for the reliability of memory may be used for this question.

Critical thinking: the balance between informed consent and controlling for demand characteristics; the question of "psychological harm" in cognitive research; the importance of debriefing when using deception.

Different command terms:  SAQ’s: outline, describe, explain; ERQ’s: This question may only be asked with Discuss.

Terms/theories: You should be able to define any research methods that you choose: experiments, observations, interviews, questionnaires, or case studies.

Research: Any study could be used - for example, Loftus and Palmer for experiments; Neisser and Harsch or Yuille & Cutshall (1986) for a case study; Loftus and Pickrell for interviews.

Critical thinking: The strengths and limitations of different research methods in investigating cognition; the issue of ecological validity vs internal validity; the problem of not being able to observe cognition directly; the ethical concerns of creating false memories.

Different command terms:  SAQ’s: outline, describe, or explain; ERQ’s: Evaluate, Contrast