Annotations: “Ad Implant False Memories” By Jonah Lehrer English homework help
- Download the Microsoft Word file.
- Annotate the article. Turn on Track Changes in Microsoft Word under the Review tab first.
- Complete Step 1: Predict and Preview before you read.
- Read a paragraph and then summarize (paraphrase) it in one sentence. In Microsoft Word, highlight the last word in the paragraph, and then click the Comment box and type your summary in the box.
- Define all vocabulary words you don’t know. Type the definition directly in the sentence next to the word.
- Highlight the main ideas in the text and underline the supporting details or interesting quotes/facts (annotate). Use the guide on the document for your annotations.
- Complete the reading questions at the end.
- Save your file onto your computer with the completed questions and annotations.
- Resubmit your completed assignment by clicking on the link above and attaching your file.
You have two choices when completing this assignment. You can use the Track Changes in Microsoft Word to answer the questions and annotate, or you can download and print the file and hand write directly on the article. Then you can take a picture of your annotations and submit them when you are finished. Grading rubric:
- Pre-reading 10
- Summaries 40
- Vocabulary 10
- Annotating 20
- Two post questions 20
- Total 100
Works CitedLehrer, Jonah. “Ads Implant False Memories.” Wired. 25 May 2005. https://www.wired.com/2011/05/ads-implant-false-memories/
For this assignment, you will annotate an article. Please read the instructions and follow each step carefully. There are three steps. Turn on Track Changes under the Review tab in Word before you begin. Be sure your Track Changes shows All Markup not just a Simple Markup.
Step 1: Predict and preview
After reading the title and glancing over the text and author’s biography (below), what do you think the text will be about? What do you understand about the text from the title? What do you know already about this topic? What questions do you have about the text? Enter your response to the preview here:
Step 2: Read, summarize, and annotate
As you read the article, use the Track Changes function to annotate the text.
1. Double click the last word of a paragraph, and then click the New Comment button under the Review tab to add a comment box. Type your one sentence summary (paraphrase) of the paragraph in the box. Summarize every paragraph in the essay. Group short paragraphs of the same topic together for summarizing.
1. What words do you not understand? Define them directly in the text next to the word. Only put the definition for the word in its exact context (not all the definitions).
1. Annotate the text. Use the functions in Microsoft Word to highlight sections or words and underline sentences or sections that are important, just like you would if you were annotating a hard copy of the essay. Use the following key to annotate your text:
· Highlight the main ideas of paragraphs, including the thesis
· Underline supporting details or interesting quotes/facts/ideas
· Bold any counterarguments. If you are handwriting, you can circle the counterarguments.
Step 3: Vocabulary words
As you read the text, you need to list and words that you do not know here with their definitions. If you know all the words, you need to find and define at least TWO words that you think other students might struggle with. You should have a minimum of TWO words with definitions listed below:
Step 4: Answering questions about the text (after you read it!)
1. Who is the audience and how do you know? Provide at least two quotes that support your answer.
2. What is your response to this article? What have knowledge or understanding have you gained after reading it?
“Ads Implant False Memories” by Jonah Lehrer
My episodic memory stinks. All my birthday parties are a blur of cake and presents. I’m notorious within my family for confusing the events of my own childhood with those of my siblings. I’m like the anti-Proust. And yet, I have this one cinematic memory from high-school. I’m sitting at a Friday night football game (which, somewhat mysteriously, has come to resemble the Texas set of Friday Night Lights), watching the North Hollywood Huskies lose yet another game. I’m up in the last row of the bleachers with a bunch of friends, laughing, gossiping, dishing on AP tests. You know, the usual banter of freaks and geeks. But here is the crucial detail: In my autobiographical memory, we are all drinking from those slender glass bottles of Coca-Cola (the vintage kind), enjoying our swigs of sugary caffeine. Although I can’t remember much else about the night, I can vividly remember those sodas: the feel of the drink, the tang of the cola, the constant need to suppress burps.
It’s an admittedly odd detail for an otherwise logo free scene, as if Coke had paid for product placement in my brain. What makes it even more puzzling is that I know it didn’t happen, that there is no way we could have been drinking soda from glass bottles. Why not? Because the school banned glass containers. Unless I was willing to brazenly break the rules — and I was way too nerdy for that — I would have almost certainly been guzzling Coke from a big white styrofoam container, purchased for a dollar from the concession stand. It’s a less romantic image, for sure.
So where did this sentimental scene starring soda come from? My guess is a Coca-Cola ad, one of those lavishly produced clips in which the entire town is at the big football game and everyone is clean cut, good looking and holding a tasty Coke product. (You can find these stirring clips on YouTube.) The soda maker has long focused on such ads, in which the marketing message is less about the virtues of the product (who cares if Coke tastes better than Pepsi?) and more about associating the drink with a set of intensely pleasurable memories.
A new study, published in The Journal of Consumer Research, helps explain both the success of this marketing strategy and my flawed nostalgia for Coke. It turns out that vivid commercials are incredibly good at tricking the hippocampus (a center of long-term memory in the brain) into believing that the scene we just watched on television actually happened. And it happened to us. The experiment went like this: 100 undergraduates were introduced to a new popcorn product called “Orville Redenbacher’s Gourmet Fresh Microwave Popcorn.” (No such product exists, but that’s the point.) Then, the students were randomly assigned to various advertisement conditions. Some subjects viewed low-imagery text ads, which described the delicious taste of this new snack food. Others watched a high-imagery commercial, in which they watched all sorts of happy people enjoying this popcorn in their living room. After viewing the ads, the students were then assigned to one of two rooms. In one room, they were given an unrelated survey. In the other room, however, they were given a sample of this fictional new popcorn to taste. (A different Orville Redenbacher popcorn was actually used.)
One week later, all the subjects were quizzed about their memory of the product. Here’s where things get disturbing: While students who saw the low-imagery ad were extremely unlikely to report having tried the popcorn, those who watched the slick commercial were just as likely to have said they tried the popcorn as those who actually did. Furthermore, their ratings of the product were as favorable as those who sampled the salty, buttery treat. Most troubling, perhaps, is that these subjects were extremely confident in these made-up memories. The delusion felt true. They didn’t like the popcorn because they’d seen a good ad. They liked the popcorn because it was delicious.
The scientists refer to this as the “false experience effect,” since the ads are slyly weaving fictional experiences into our very real lives. “Viewing the vivid advertisement created a false memory of eating the popcorn, despite the fact that eating the non-existent product would have been impossible,” write Priyali Rajagopal and Nicole Montgomery, the lead authors on the paper. “As a result, consumers need to be vigilant while processing high-imagery advertisements.” At first glance, this experimental observation seems incongruous. How could a stupid commercial trick me into believing that I loved a product I’d never actually tasted? Or that I drank Coke out of glass bottles?
The answer returns us to a troubling recent theory known as memory reconsolidation. In essence, reconsolidation is rooted in the fact that every time we recall a memory we also remake it, subtly tweaking the neuronal details. Although we like to think of our memories as being immutable impressions, somehow separate from the act of remembering them, they aren’t. A memory is only as real as the last time you remembered it. What’s disturbing, of course, is that we can’t help but borrow many of our memories from elsewhere, so that the ad we watched on television becomes our own, part of that personal narrative we repeat and retell.
This idea, simple as it seems, requires us to completely re-imagine our assumptions about memory. It reveals memory as a ceaseless process, not a repository of inert information. The recall is altered in the absence of the original stimulus, becoming less about what we actually remember and more about what we’d like to remember. It’s the difference between a “Save” and the “Save As” function. Our memories are a “Save As”: They are files that get rewritten every time we remember them, which is why the more we remember something, the less accurate the memory becomes. And so that pretty picture of popcorn becomes a taste we definitely remember, and that alluring soda commercial becomes a scene from my own life. We steal our stories from everywhere. Marketers, it turns out, are just really good at giving us stories we want to steal.
Posted in the Science section on Wired.com on May 25, 2011.