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Frequently Asked Questions

Below is a list of frequently asked questions regarding the material in the "Memory and the Law" course. Clicking on one of the links below will open a new window with the response to the answer. Alternatively, you may find it useful to open the complete list as a separate webpage, or download the PDF version.

What is Ebbinghaus’ concept of association?
Why did Ebbinghaus work with nonsense syllables?
How does the term “rationalism” relate to memory research?
What is the connection between rationalism and linguistics?
What is the definition of structuralism?
What are the basic elements of Baddeley's Working-Memory Model?
What are the differences between encoding processes and retrieval processes?
What are the basic elements of working memory capacity from Engle's article?
What are the basic elements encoding specificity?
What is the definition of a single process theory?
What is the original levels-of-processing hypothesis?
What is the generation effect?
How is priming used, in the Schacter article?
What is the Loftus type misinformation effect?
What is interference theory?
What is response competition?
What is source monitoring?
What is a judgment of competence?
What are basic level categories?
What is typicality?
What did Haber and Haber learn about eyewitness identifications?
What are some of the differences between constructivism and schema theory?
What are some of the similarities between constructivism and schema theory?
What are some of the influences on suppressing false memories?
How is clustering related to category learning, according to Bradley Love?
What is SUSTAIN?
What were the results of Storbeck & Clore's DRM experiments?
What are some specific instructions for eyewitness identification?
What did Kassin and Kiechel's experiment show?
How did the experiments in the Seamon et al. article build on the work of DRM?
What is a major finding which has been obtained in DRM studies with children?
What are deep-processing instructions?
What are metaphorical statements, and how have they been used in memory research?
What are surface cues, and how are they used in memory research?
How do source cues affect memory tests?
What is memory work?