Theory of Reconstructive Memory
Navigate to resources by choosing units within one of the unit groups shown below.
Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:
- Content: A clear outline of the content covered by the delivery guide;
- Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject;
- Thinking Contextually: A range of suggested teaching activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches.
The structure and process of the Theory of Reconstructive Memory: the concept of schemas; the role of experience and expectation on memory; the process of confabulation; distortion and the effect of leading questions.
Criticisms of the theory including the reductionism/holism debate.
Memory Research Study – Braun, Ellis and Loftus (2002): study into How Advertising Can Change Our Memories of the Past.
The primary focus of this sub topic is to explore the reconstructive nature of memory and how memory can be influenced by past experience and expectation or manipulated by leading questions. Synoptic links are made with other areas of the specification through the reductionism / Holism debate.
Common misconceptions or difficulties learners may have:
Learners are likely to find the memory study by Braun, Ellis and Loftus (2002) quite challenging. It has a lengthy procedure which is divided into two experiments. Delivering the material in small chunks is advisable. It does, however, provide a good opportunity to utilise the jigsaw technique allowing learners to each take a section of the study and peer teach to each other.
Conceptual links to other areas of the specification – useful ways to approach this topic to set learners up for topics later in the course:
Criticisms of the theory provides a link to debates (reductionism / holism) offering the opportunity of synoptic assessment with other areas of the specification.
Design a crossword puzzle. The cues are questions about specific details from Braun et al’s study. Learners could then swap crosswords and complete each other’s. This could be used as a consolidation exercise, or as a starter activity to recap previous knowledge / understanding. Alternatively design a word search exercise.
Crosswords and word searches can be drawn by hand using graph paper. Alternatively, there are some packages online which can be accessed freely.
A worksheet enabling learners to consider criticism of the theory relating to the reductionism / Holism debate.
Stretch and challenge learners with their supporting statement.
OCR’s resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version.
© OCR 2017 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work.