Faculty Forum

Abstract

In this article, we describe a project examining flashbulb memories. Students enrolled in introductory psychology courses recorded their memories for the same event during the first class meeting of the semester and then again 2 months later during the memory section of the course. Students analyzed the data for content and consistency. The analyses served as a vehicle for introducing and demonstrating memory phenomena. The project improved student understanding of memory phenomena, and students reported that the project was valuable in learning about memory functions and observing memory errors and distortions.