Answer the following questions in your own words.
Describe the propaganda effect and explain implicit memory. Ask students to explain how the propaganda effect qualifies as implicit learning (i.e., it demonstrates how events outside of our awareness can influence our behavior). Ask the class to speculate about the use of these findings in retail advertising as well as political advertising. You might supplement their ideas with examples of your own.
Discuss distinction between episodic and semantic memory and the evidence for it. Ask students to explain what benefit there is in making such a distinction. Point to case studies involving dissociations in which the distinction might prove important to helping the patient in question.
Discuss the implications of semantic coding being the dominant form of coding in LTM. Ask students to think through what this might mean for the kinds of studying they might engage in. This discussion should set up nicely a later discussion of research on the levels-of-processing model.
Only use uploaded documents, no outside sources
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