Chapter 7 lecture + textbook notes

Question 1

Maintance rehersal

Answer 1

Involves repeating a target for encoding several times, typically results in poor encoding

Question 2

Elaborative rehersal

Answer 2

Involves making lots of connections between the target for encoding and other stored information

Question 3

Describe Craik and Lockharts 1975 levels of processing theory

Answer 3

Lockhart craiked to the point after the incident, (he did not know that he would actually have to retrieve and use the info he had wrote about to fight the baskalisk caught him by suprise never thought he would have to prove his knoweldge just like how in craik and lockharts test participants were not told that it was a memory test so having to retrieve their knowledge caught them too by suprise) where he can not process information, not that he was very deep to begin with, was quite shallow.
Lockhart and Craik
split participants into 3 groups, (was an incidntal memory test - did not tell participants that they were being tested on memory)
group 1: phsyical properties roup asked to respond yes or no to if the word was uppercase
ex is “boat” uppercase ans no
group 2: asked to respond yes or no to if 2 words rythmed ex respond yes or no to if “train” rythmes with “pain”
Grou[ 3: meaning group asked to respond yes or no to if a sentence made sense
ex the car droved down the street

Findings reaction time ranking opposite of retrieval ranking
for reaction time to the yes no task
quickest to slowest reaction times:
1. physical properties group
2. rythme group
3. meaning group

suprise retrieval test
presented with a word asked if they had been shown it before or not
found ranking was the reaction times flipped, most to least accurate
1. meaning group
2. rythme group
3. physical properties group

indicated that although it took participants longer to figure out if the word made sense in the sentence the meaning condition resulted in better encoding

Question 4

Describe Bower and Winzens experiment

Answer 4

Bowing is the winning image to be paired with Zen (word pair rehersal and word pair image group)
Bower and Winzen
2 groups
group 1: maintance rehersal group were told to repeat a word pair over and over again, ex repeat boat-tree over and over again
group 2: were asked to imagine the subjects of the word pair interacting with each other, ex imagining a boat in a tree
findings: found that the group that imagined the word pairs interacting with each other recalled over twice as many words as the maintanance group

Question 5

Describe Graf and Slameka’s experiment word generation

Answer 5

Graf like graft one group of partiicpants were given one word and then two letter fragments of its pair where they had to graft the letters on to complete the pair (they would have to think what word would work with the fragment, number of spaces and in the context so had to come up with the word based on the fragment- had to self generate the words)
ex king-cr- - - -
other group just told to repeat the word pairs
ex. king-crown
test asked
found the self generating group was able to recall 28% more word pairs then the repetition group

Question 6

Describe Jenkin and ….’s word organization experiment

Answer 6

Jenkins like jeanette jenkins fitness youtuber if I was presented iwth a list of famous people and asked to recall them I might put her name beside all other fitness youtubers from the list even if they hadn’t originally been in that order on the list, (spontanoues organization) psychs jenkins experiment deals with this
Gave participants a list of words ex: cherry, pants, apple, shirt , berry, skirt
then asked them to recall the list of words found that participants grouped like categories together ex cherry, apple, berry (all fruit) and pants, skirt, shirt (all clothes) together even if they had not been orginainally presented that way, (spontaneous organization) this is likely because items erved as a retrieval cue, (something that prompts the memory of) other items in associated categories

Question 7

Describe Bower and Tulvings organizational tree experiment

Answer 7

If we organized experiments into trees tulving and bower, bough like bough breaks in tree cradel will fall bower is connected bough like tree if we organize experiments into trees then multiple boughs branches will come off of tulving and bower- including the organizational tree experiment
all participants shown 4 different trees minerals, plants, animals and transportation
group one shown a tree where top label was minerals then branched into stones and medals then from there more branches organized with least specific at top and most specific at the bottom, (like Quillian and collins model) then asked them to recall found they could remember 73 words across all 4 trees and recalled them in the way that they had been organized on the tree
group 2 had each tree not organized into categories contained branches from each category, would have minerals, plants, animals and transportations) on the same tree - still the same number of words so still four trees, found they could only recall 21 words from the 4 trees.

Question 8

Describe Bransford and Johnsons experiment

Answer 8

Brand new ford crashed needed Johnson (and Johnson bandaids) providing a story to connect Bransford and Johnsons names with each other helps me remember them simmilarily Bransford and Johnson found that when participants were able to use a story/image to connect otherwise unconnected meanings together it helped them remember twice as much.

Question 9

Describe Leshikar’s self referencing experiment

Answer 9

I like the song leash so I can remember Leshikar’s name by refering back to something I know about myself, (self referencing). Leshikar had participants tread a list of words ex, happy, cultural, conformist, lazy, hardworking…
group 1: self reference group asked them to indicate yes or not if it described them or not, (self referencing)
group 2: common or not group asked them to indiciate if the word was common or not
findings self reference group did better then the common or not group likely bc the more knowledge we can connect something to the more detailed a representation and the better memory of it we will have and we know our selves the best

Question 10

Describe Nairne’s surivival experiment

Answer 10

I would not think that naire would help promote my survival if I was stranded in the grasslands, in a zombie apocalypse or planning for a camping trip
Nairne since memory is a feture that has evolved with us wanted to see if it was easier to remember things in survival contexts we would have experienced during our evolution. gave participants a list of objects
group 1: told them to imagine that they were stranded in a grassland and asked them to rank each object based on how well it would help them to find supplies and protect them from predators
group 2: self generation task - where are given first few letters and have to graph the rest on to complete the word- have to think of what letters are needed to complete a word that makes sense with the rest of the fragment and the context
Group 3: visual imagery task asked to imagine the objects interacting with each other
group 4: self referencing linked words to themselves
found survival task group did better then the other groups however other researchers have found that there is better memory for imagining how objects would help aid our survivial in situations like a zombie apocalpse or planning ofr a camping trip - situations that our ancestors would not have encountered suggests that imagining in survival context weather it was evolutionary or not improves memory

Question 11

What is incidental memory

Answer 11

Where participants are asked to do a task with a list of words and they do not know that they will be tested on the list of words later- this is done to try to prevent them from rehersing the words and therefore skewing how the words are programmed into their memory, (if we are testing out the efficacy of different programming methods)

Question 12

Describe Karpicke and Roedigers study and testing experiment

Answer 12

Could studying picking a kar, (karpicke) or digging a row, (roediger) but would learn it better if you actually test it out attempt to do it- karpicke and roediger found that testing was more important then studying for memory
Karpicke and Roediger
showed participants a list of english and swahille word pairs
group 1: studied all word pairs and were tested on all word pairs until they reached 100% on the test so max study max test
group 2: studied the word pairs and had them removed from the study set once they recalled them on the test but were still tested until they reached 100% min study max test
group 3: studied all word pairs for test had the word pair removed once they got it right on a test- so were not tested until they got all word pairs right in one round were tested until they had said each word pair once
max study min test
findings
group 1 max study max test and 2 mi n study max test had 81% accuracy whereas group 3 max study min test only had 36% accuracy when they were retested again.
demonstrates retrieval practice effect where testing is very important to how well a word is remembered

Question 13

what is proactive interfereance

Answer 13

When previously learned information intereferes with new learning
tense before active indicates the temporal relationship the information that can not be learned has with the information that is preventing its learning. Proactive means ahead so refers to an inability to learn information introduced ahead of (after) the interfering information.

Question 14

What is retroactive intereferance

Answer 14

When new information interfears with previous leanring

Question 15

What is the form, capacity and duration for sensory memory?

Answer 15

Form: whatever it was presented as if was presented as visual will be stored as visual, capacity: very small, duration 500ms

Question 16

What is the form, capacity and duration for short term memory?

Answer 16

Form: Auditory, capacity: small, duration: up to 30sec

Question 17

What is the form, capacity and duration for long term memory?

Answer 17

Form: meaning, capacity: infinite, duration: years

Question 18

Describe the levels of processing coglab

Answer 18

Phase 1
participants split into 3 groups all given the same words
group 1: asked to indicate yes or no if it had a certain pattern of vowels
group 2: asked to indicate yes or no if it rythmed with another word
group 3: asked to indicate yes or no if it was a synonyme for another word
found that participants had simmilar accuracy in the questions they were responding to
Tested participants on words in 4 groups
group 1: physical property group
group 2: rythme group
group 3: meaning group
group 4: lure group, (where were given a word that is highly related to a word presented in the study phase)
found that meaning group had best, lure had second best, rythme had 3rd best and physical property had worst recognition
f

Question 19

What is testing an example of

Answer 19

Generating- generating is when you create the material yourself during retrieval so testing is a form of generation

Question 20

What type of memory method does chunking fall into

Answer 20

Organization

Question 21

What is the spacing effect?

Answer 21

Refers to when peopel who study for the same ammount of time but do so broken down into more shorter sessions vs fewer longer sessions tend to have better recall

Question 22

What is the familliarity effect

Answer 22

When we reread something and we think it is fammilar bc we remember last time we read it but that does not mean that we will be able to recall the material when it is no longer right in front of us

Question 23

What is fluency

Answer 23

when reading becomes simmilar because we have done it multiple times does not always mean increased knowledge

Question 24

Describe petersons experiment

Answer 24

82% of students highlight, highlighting by itself without reviewing can often become a knee jerk reaction rather then the result of actually analyzing the material so may not provide any improvements, jordan peterson seems to make books as a knee jerk reaction without actual elaboration or meaningful connections

Question 25

Describe Muller and Oppenheimers laptop notetaking findings

Answer 25

Found that students who wrote on laptops copied more word for word of what the insturctor said whereas students who had to write notes with pencil and paper could not write as fast so had to put it into their own words and therefore had to generate (create the information themselves while retrieving it) which resulted in better memory

Question 26

What is free recall

Answer 26

When participants are just asked to say what they had been previously presented with

Question 27

What is cued recall

Answer 27

When participants are given a cue associated with stimuli that they were previously presented with then they are asked to recall that stimuli

Question 28

Describe Tulving and Pearlstones free vs cued recall experiment

Answer 28

Pearl could be on the list and then stone could be used as a cue for it gave participants words in study phase group 1: asked to do free recall- just to remember the words Group 2: cued recall were given the name of the category the word belonged to, (this was not presented alongside the word but was associated with the word) found free recall remembered 40% of the words whereas cued recall participants remembered 75% of the words

Question 29

Describe Mantyla's retrieval cue test

Answer 29

If someone generated tyla as a recall cue for man would demonstrate potential issues with others retrieval cues/would not be one I would do myself Mantyla self generated vs other generated retrieval cues gave participants a list of 504 nouns to study group 1: came up with 3 associated words for each noun ex if was bannaa might come up with pair, edible and yellow then were tested and presented with the associated words they had come up with as retrieval cues group 2: sere presented with 3 associated words someone else had come up with for retrieval cues group 1 91% accuracy group 2 55% accuracy might seem like experiment doesnt measure memory as a person could in theory guess the word from the retrieval cues however took care of this with a controlled group controlled group had never seen the nouns before and were presented with the associated words could only correctly guess 17% of the nouns so can tell potential proportion of accuracy that represents guess work rather then memory overall simmilar theme that when we create material ourselves even if that is retreival cues it helps us remember items even more then when material is generated by others

Question 30

what is encoding specificity

Answer 30

when the context (location) serves as a retrieval cue

Question 31

What is state dependent learning

Answer 31

When the mood someone was in during learning serves as a retreival cue

Question 32

What is transfer appropriate processing

Answer 32

When the task someone was doing while learning serves as a retrieval cue

Question 33

Describe Godden and Baddelys experiment

Answer 33

If you go to deo a test in den but did not study in a den you might do more baddely then if you studied in a den split participants into 2 groups group 1: studied underwater in dividng gear group 2: studied on land test split it so half of group 1 and 2 did test condition 1 and half of group 1 and 2 did tst condition 2 test condition 1 tested on land test condition 2 testeeed underwater found that participants did better if they were tested in the same environmnet that they had learned in note participants who studied on land and were tested on land did the best

Question 34

Describe Grants experiment?

Answer 34

If I study with a hugh grant talking in the background I will perform better on the test if there is hugh grant talking in the background simmilarily grants experiment compared how oise conditions on study and test impacted performance study phase group 1: studied in quiet environment group 2 studied in loud environment test phase half of group 1 and 2 exposed to condition 1 and half of group 1 and 2 exposed to condition 2 found that participants did better if the noise conditions of the test environment matched the noise conditions of their study environment note participants who studied in quiet and were tested in quiet did the best

Question 35

Describe eich and metcalfe's experiment

Answer 35

if I'm listening to eich german music my mood might be the same as when im in calfe sad eich and metcalfe studied how matching internal state during studying and retriveal impacted accuracy phase 1 group 1 listened to melancholy music and told to think depressing thoughts asked to rate their mood and kept going until they reached very unplesant then shown study words group 2 listened to happy music and asked to think happy thoughts asked to rate their mood and kept going until they reached very pleasent then shown study words test phase split again so half of group 1 and 2 did contiondion one and other half did condition 2 2 days later participants in condition 1 listened to sad music thought sad thoughts until mood reached unpleasent then was tested on list they had studied 2 days ago conditon 2 listened to happy music and thought happy thoughts until their mood reached very pleasant tested on the list they had studied 2 days ago found that participants performed better when their mood during retrieval matched their mood during encoding note partiicpants did the best if they studied in a very pleasent mood and did retrieval in a very pleasent mood

Question 36

Describe morris's experiment

Answer 36

Morris - like norris very transfer appropriate across situations Morris transfer appropriate processing phase 1 group 1: shown a word and asked if it made sense in the sentence or not group 2: shown a word and asked if it rythmed with another word or not test participants were presented with words and asked if they rythmed with words they had seen during the study phase found that the group who had studied under the rythming condition did better then the group who had studied under the meaning condition, (this demonstrates that if studying is done in the same format as testing then retrieval will be better) also is important because indicates that having simmilar conditions is more important then level of processing as according to level processing theory the meaning condition should be the deepest level of processing but found that this was not the case.

Question 37

Describe pilznecker and muellers consolidation experiment

Answer 37

if drink a pilznecker immediatly after one might be less stable then if wait 6 minutes inbetween simmilar idea with memory study phase group 1 presented with list 1 then presented with list 2 immediatly after group 2 presented with list 1 - 6 minute delay then presented with list 2 test found that group 1 remembered only 28% of words whereas group 2 represented 38% of words indicates that presenting stimuli right after ach other made it so that the one stimuli could not be steeled into memory consolidation: the idea that memory goes through a period before it has solidified in the mind where it can be more easily changed

Question 38

What is synaptic consolidation

Answer 38

Changes at the structures of synapses when memories are formed, (consolidation the process over which a memory is solidified until it has fully happened the memory can be easily changed) takes place from minutes to hours

Question 39

What is systems consolidation

Answer 39

changes to the neural circuits, (neurons that connect to each other) when memories are formed takes place from months to years (could take up to months to years to learn system - nutters or years - dentists) note both synaptic and system consolidation start at the same time synaptic consolidation just finishes sooner

Question 40

What was Hebb's theory about synapse changes

Answer 40

Hebb- 2 b's in his name bb having a bb made easier throguh repeated... by increasing change of metting in space, simmilarily hebb delat with how repeated neuron firing stregnthened space- in this case the synapse. Habb found that if an impulse was reapeatedly sent down a neuron the synapse would be strengthened leading to structural changes, greater neural transmitter release and an increased rate of firing. bb provides record of lots of parents genes that end up being activated then this process will occur at lots of synapses creating a structural change

Question 41

How is hebbs theory correct?

Answer 41

Reapeated firing can cause the synapse to release chemcials which cause the creation of proteins which change the structure of the synapse

Question 42

What is long term potentation

Answer 42

Long term like long term commitment when you start out trying to learn something you will likely be slow however if you make a long term commitment to it meaning you continue to practice it you will start to be able to do it more quickly in relevant situations long term potentiaion is the same idea with neurons when neuron A first encounters a situaiton where it must fire a neurotransmitter to neuron B it will likely fire the neuro transmitter slowly however as this process is repeated the rate at which it will fire in the same situation will increase.

Question 43

Describe the standard model of consolidation

Answer 43

Initially the hippocampus will replay the memory this will cause certain areas of the coretex to be activated, (creating a pattern of activation) as the hippocampus keeps reactivating this pattern the activated areas will being to connect with each other, (this is called reactivation) until eventually the activated areas can activate each other to form the pattern instead of needing the hippocampus to do so.

Question 44

What is retrograde amnesia

Answer 44

When an individual has a degree of memory loss for events that happened before experiencing head trauma.

Question 45

What is the standard model for consolidation?

Answer 45

Memory is replayed and the cortical areas originally activated during the event are activated again by the hippocampus, hippocampus is like a glue that holds the cortical areas connections together, (activates multiple individual areas allowing them to have connected activation, over time the connections between the areas get stronger and their connections to the hippocampus get weaker until they are only connected to each other (this is when consolidation is thought to have occurred) evidence for this- most of the time people have graded amnesia- where they have worse memory for the events that occurred just before their injury and better memory for events that occurred further back in time this is likely bc those memories according to the standard model for consolidation have had enough time for the connections between the cortical areas to form whereas the most recent ones are still undergoing consolidation and therefore involve the hippocampus.

Question 46

What is the multiple trace model for consolidation?

Answer 46

similar to standard model in that it emphasizes the importance of the cortical areas, different in that it holds that the hippocampus is still involved in retrieving remote memories, (they just have to be episodic for the hippocampus to be involved), evidence gilboa (boa like long remote and hipppo occupy simmilar areas and boa is long so hippocampus also deals with longer ago, (remote) memories) showed participants images associated with remote memories and found that the hippocampus was also activated Viskontas (like visk on tas objects interacting together- aligator and candel interacting pair experiment) participants shown a picture of an aligator and a picture candel asked to imagine them interacting then do a test 10 minutes after and 1 week after in the test participants are put into a brain scanner and shown multiple image pairs and asked to respond remember if they remember seeing a pair before in the study phase and can identify which one it was, know if they know that one of the image pairs is from the study phase but cant identify which and don't know if they are unsure if they saw one of the pairs present in the study phase or not. found that for participants who responded RR had high hippocampus activity in both tests, participants who responded RK had high hippocampus activity in the 10 minute test and nearly no hippocampus activity in the 1 week test this a) demonstrates the semantacization of remote memories and b) illustrates that the hippocampus is involved in retrieving episodic but not semantic memories. Bonnici (Bonnici- remote memory of bonn cinnamon recent memory of me seeing my eye ici I looked at my eye recently) multiple voxel pattern, voxels, (3D pixels that fmRI images can be broken down into- the units that fmri images are put in) - in multiple voxel patterning a computer program called a classifier attempts to identify the voxel patterns associated with certain stimuli ex if want to be able to tell the difference between apples and pears have multiple participants look at pictures of apples so it can determine the average patterns of activity associated with apples - have the goal of being able to present it with an image of voxel activity and it being able to identify weather an apple or pear was the stimulus that created that activity is not perfect but has better then chance accuracy. Bonnici had particiapnts only report memories ranging from 2 weeks ago to 10 years agop. that they could remember in great detail, choose 3 recent memories and 3 remote memories then asked the participants to recall them in an fMRI and analyzed the images produced using multiple voxel pattern analysis - classifier was able to determine if the participant had been recalling recent or remote memories based on the images produced and also found that while both recent and remote memories activated the hippocampus and the coretex found that with remote memories their was more activation in the prefrontal cortex, (pre like before so makes sense for past- remote memores) and the posterior hippocampus.

Question 47

Describe Gias sleep consolidation experiment

Answer 47

Gias like gay ass bc I do not like his results showed highschool students 24 english adn german word pairs and then split them into 2 groups group 1 studied the word pairs and then were made to wait 3 hours then could go to sleep group 2 studied the word pairs and had to wait 9 hours had to stay awake then tested them 24 and 36 hours later found that group 1 did better then group 2 bc group 1 likely had less stimuli introduced in the environment after they had seen the word pairs so there were less things that could possibly disrupt consolidation and bc consolidation is increased during sleep

Question 48

Describe Wilhelm's expected vs not expected experiment

Answer 48

wil hel like hel m like them or will helm like helm ship two different tasks wilhelm also made particiapnts believe that they would be doing different tasks but just like how the two different "tasks" that can be made from his name ultimately spell the same word wilhelms participants were ultimately made to do the same task during testing as they had during studying regardless of what they had been told. all participants were given a memory game set up and had a card and its match shown twice for the practice round then played until they could get a min of 60% correct matches then group 1, (expected group) told that they would be tested on this task again group 2 (unexpected group) told them that they would be tested on a different task i think the next day found that particpants who had been in the expected group performed better then participants who had been in the unexpected group suggesting that knowing that the events they had done earlier were important caused their memories to be more consolidated during sleep.

Question 49

Describe Nader rat exaperiment

Answer 49

N ad er like N and add an ER bc aNader n added an er (drug) to his experiment used aniscosyn (an antiboitoic that prevents the proteins needed to form memoreis from being created) nad could also be a sound and er could be shock like er bc did tone shock 3 groups group 1 day 1 rats have a tone and a shock paired, (if they freeze - display a fear response to the tone alone it indicates that they remember the tone and the shock being paired) day 2 are given anisomycin are not presented with the tone and the shock day 3 are presented with the tone freeze indicating that the memoreis had already been consolidated by day 2 so giving the drug had no effect group 2 day 1 rats have a tone and a schock paired then are given anisomycin day 2 not presented with the tone and the shock or given anisomycin day 3 are presented with the tone do not freeze indicating that the anisomysin was given before the memory could be consolidated and therefore got rid of the memory Group 3 day 1 rats have a tone and a shock paired day 2 rats are presented with the tone and the shock and are then given aniscosyn day 3 rats are presented with the tone and do not freeze--> group one proved that consolidation did not take longer then a day so the memory had already been consolidated by day 2 since the only difference was that the rats had to recall it by being presented with the tone and the shock again it indicates that during recall memories become unconsolidated --> are vulnerable to disruption and change and must be consolidated again

Question 50

Describe Hubachs memory reconsolidation in humans experiment

Answer 50

monday is the same for group 1 and 2 both go into room A have tester A take 20 items out of a blue basket tester A tells them to name each item and pay attention to it as they will have to remember it later, participants are then tested immediatly after until they can recall 17 of the 20 items in the basket these items are called list A group 1 wenesday go back to room A and have tester A tell them to "remember the procedure from test A" and pull new items out of a blue basket and put them on a table (the main only difference here is that the items are different and this time they are being put on a table instead of just pulled from the basket) these items are called list B group 1 friday go back to room A and have tester A tell them to recall the items from list A found that group 1 could only correctly recall 36% of the items from list A and misidentified 24% of the items from list B as being part of list A Group 2 wenesday go to a different room from monday, (room B) and have a different tester (tester B) tell them "not to remember test A" put 20 new items on a table (a blue basket is not present) these items are from list B Group 2 friday go to room A and have tester A ask them to recall list A gound that group 2 could correctly recall 45% of the items from list A and only misidentified 5% of the items from list B as being from list A Hubach hu bc one of the items in the bucket could have been a hue sheet and the other could have been one of the toys that plays bach Hubach concluded that since group 1, (the reminder group) had been told to remember the procedure from test A they had recalled the memory making it go back to a state of being vulnerable to disruption and had presented other informeation during this period so the memory had been changed before it could be reconolited.

Question 51

Describe Brunets experiment

Answer 51

Brunet like brunt bchad both dealt with trying to brunt the pain of memories in PTSD victims propranalyol can deactivate stress responses group 1 and 2 heard a 30 second recording describing a traumatic event that they had experienced and therefore reactivating the memory group 1 given propranylol, (with the idea that during reactivation if the memory became vulnerable to change/returns to an unconsolidated state then maybe they can change it to take away some of the emltional aspects of the memory so there is not so much fear within it) group 2 given a placebo 1 week later play the 30 second recroding for both groups and measure their blood pressure as well as skin conductivity found that group 1 had lower for both suggesting that by reactivating the memory and blocking some of the emotional response they could cahnge it so less of the emotional response was added back in during reconsolidation

Question 52

Describe Sedger Temporal Context Model theory as an explanation for Hubachs findings

Answer 52

Sedger like sedher thats what her findings said but I disagree guy about Hubach disagreed with Hubachs conclusion that the reminder group misremembered more items from list B as being from list A bc they had had their memory reactivated and during reconsolidation they were vulnerable to having their memory changed, instead Sedger proposed that when an event occurs in the same context, (the reminder group was presented with list B in room A by tester A and with the blue bucket present) that a previous event has occured in during recollection we will remember both events and potentially confuse them

Question 53

Can you say "deeper processing will produce more successful retrieval then shallower processing"

Answer 53

No you can not make statements about which method of retrieval or studying will work better unless you know what method of encoding and retreival were used--> regardless of if a method in one experiment produces more successful retreival it is found that the best retrieval occurs when it is done in a way that best matches how the encoding was done

Question 54

Describe the Encoding Specificity Coglab

Answer 54

Based on thompson and tulving thompson could be a good cue for tulving if you just go based off of the fact that both their names begin with a "t" however thompson does not necesscarily bring tulving to mind instantly--> simmilar idea to how thompson and tulvings experiment delt with the strength of cues ex have the target word black study phase group 1 is presented with train-black as a word pair, (here train is the cue word--> is a weak cue becasue trains and black are not super associated) group 2 is presented with white-black as a word pair (here white is the cue word--> is a strong cue because white and black are often presented together as a pair) testing phase half of group 1 and 2 given test condition 1 condition 1 cue word is train group 1 have weak cue study weak cue retrieval group 2 have strong cue study strong cue retrieval condition 2 cue word is white group 1 have weak cue study strong cue retrieval group 2 have strong cue study and strong cue retrieval groups ranked based on retrieval success from best to worst: strong study cue-strong retrieval cue weak study cue - weak retreival cue weak study cue - strong retrieval cue strong study cue - weak retrieval cue overall found that having the same cue present during the retrieval phase as was present during the study phase was more important then the strength of the cue coglab is simmilar just have either no cue, cue presented during the study phase or different cue should have best results when the cue from the study phase is consistent with the cue presented during the retrieval phase.