Memory and Emotion Through Examining Essay

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Rumors of the impact of repressed memory are prevalent, "yet data on cognitive functioning in people reporting repressed and recovered memories of trauma have been strikingly scarce" (McNally 2011). Part of the explanation for this lack of evidence is the high rate of failure to actually pull out repressed memories within the context of the lab. Many studies examining the issue focused on using psychologists using hypothetical scenarios "hoping that this guided-imagery technique will unblock the presumably repressed memories" (McNally 2011). Rather than providing the guidance that would help the participant show repressed memories, "unfortunately, this procedure may foster false memories," therefore jeopardizing the entire study (McNally 2011). As such, evidence for repressed memories remains elusive.

As a future professor, it is important to understand how memory works within the minds of one's students. There are a number of different strategies one can use to help students remember the most important parts to a lecture.

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One element that was taught to me by a former professor was through exercising the concept of physical memory. This is essentially the idea that the body makes a note to remember a particular physical action, just as the mind does through mental memories. Students can tap into this physical memory by physically writing down important parts of a lecture, and then rewriting them at various times. This not only strengthens the mental recording of whatever they are learning, but it also imposes unconsciously an imprint of a physical memory, where the body remembers the physical movement of writing a particular piece of information down. This is then used to augment the cognitive memory and help students increase their ability to learn important parts of lectures......

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