Final

Question 1

What is the hypothesis for the WLE?

Answer 1

The number of words remembered should be higher in the short word condition and should be lower in the long word condition

Question 2

What is the IVs and DV(s) for the WLE?

Answer 2

IVs: Length of words being presented (short/long)
DVs: The number of words recalled

Question 3

What type of Design was the WLE?

Answer 3

Within

Question 4

True Experiment?

Answer 4

No, because studies that involve IVs that are subject variables can not be true experiments

Question 5

What is the theory for the WLE?

Answer 5

Rehearsal Rate

Question 6

What are the 2 conditions that are required in order for the experiment to be true?

Answer 6

1. ) all IVs must be directly MANIPULATED by the experimenter
2. ) Sub. must be RANDOMLY ASSIGNED to the condition(s) each and every independent variable

Question 7

What type of test is used for the WLE?

Answer 7

t-test which is used to compare only 2 means

Question 8

What 2 types of t-test are there?

Answer 8

directional: one-tailed (ones means is higher than the other)

non-directional- two-tailed test

Question 9

ANOVA

Answer 9

Used to compare two or more means

Question 10

Correlational

Answer 10

Used to examine the relationship between two variables

Question 11

Aristotle’s Wax Tablet

Answer 11

Described memory as a wax tablet in which experience writes and leaves impressions

Question 12

Wax Tablet

Answer 12

used frequently to seal envelopes, wax over time degrades, impressions can rub off over time just like memory after time the impressions in memory fade

Question 13

Computer metaphor

Answer 13

describes memory as a metaphor that stores and retrieves information

Question 14

What are the two parts that the computer metaphor divides memory info. into?

Answer 14

Hardware and Software

Question 15

Hardware

Answer 15

Structures in the brain related to remembering and forgetting

Question 16

What is a part of the brains “hardware”?

Answer 16

Hippocampus

Question 17

The hippocampus is?

Answer 17

(core of the brain) it is the ability to form new memories

Question 18

What are 2 diseases related to the Hippocampus

Answer 18

Alzheimer’s and Korsakoff’s

Question 19

Software

Answer 19

Strategies used for processing memory

Question 20

What are 3 strategies that the brain uses under the computer metaphor

Answer 20

Rehearsal, Organization, Elaborations

Question 21

(Computer metaphor) Rehearsal

Answer 21

Refers to the repetition of info as you are repeating it

Question 22

(Computer metaphor) Organization

Answer 22

the ability to combine items on a list into meaningful units

Question 23

(Computer metaphor)n Elaborations

Answer 23

the ability to associate new information w/old information

Question 24

Fixed Capacity (car trunk) assumption

Answer 24

STM capacity has a fixed upper limit that can not be exceeded

Question 25

Upper limit of STM is?

Answer 25

7/-2 (5 to 9 items)

Question 26

Assumption of efficiency

Answer 26

STM capacity depends on the efficiency with which information is processed in STM

Question 27

What is the typical measure of efficiency?

Answer 27

Rehearsal Rate

Question 28

Rehearsal Rate is?

Answer 28

how quickly you can rehearse items

Question 29

Case’s Efficiency Model

Answer 29

Developmental model that attempts tp explain age capacities

Question 30

The purpose of Case’s Efficiency model?

Answer 30

attempts to explain the growth in STM capacity that is typically observed in childhood (6-18)

Question 31

What are the the 2 components that Case’s Efficiency divides the model into?

Answer 31

Storage Space (SS) and Operating Space (OS)

Question 32

When referring to Case’s efficiency model what is SS

Answer 32

Storage Space is The amount of capacity available for storing items in STM

Question 33

When referring to Case’s efficiency model what is OS

Answer 33

Operating Space is the amount of capacity needed to rehearse items in STM

Question 34

What is the assumption under Case’s efficiency model?

Answer 34

How SS and OS change in childhood. That is the amount of OS needed to rehearse decreases over the course of childhood and the amount of SS available to store items in STM increases during childhood

Question 35

The result of the assumption relating to Case’s efficiency model?

Answer 35

Better memory from early to late childhood (6-18)

Question 36

Cow’s Digestive System Assumption and Why

Answer 36

Information flows through memory just as food flows through a cow’s digestive system
This is because like a cow’s digestive system memory has different chambers as well (referring to the Modal Model: STM, SM, LTM)

Question 37

External Validity

Answer 37

Measure the degree to which the results of the study can be GENERALIZED to people and new contexts

Question 38

Internal Validity

Answer 38

Measures the degree to which the study is free of confounds that can influence its results

Question 39

Confounds

Answer 39

Are extraneous variables that the experimenter is not interested in and that can effect the outcome of a study

Question 40

How do you try to avoid confounds?

Answer 40

By random Assignment

Question 41

Field Research

Answer 41

research conducted in a relatively uncontrollable environment

Question 42

Lab Research

Answer 42

research conducted in a relatively controlled environment

Question 43

External and Internal validity when referring to field and lab research

Answer 43

Field research is HIGH is EXTERNAL validity and LOW in INTERNAL validity

Lab research is HIGH in INTERNAL validity and LOW in EXTERNAL validity

Question 44

Is lab research always low in external validity?

Answer 44

no, because initially lab research are taken to the field

Question 45

The Eyeball Test

Answer 45

replicate in the field, show me in the field

Question 46

Sensory Memory (SM)

Answer 46

refers to the component of memory that takes in sensory impressions from the environment

Question 47

3 characteristic of SM (capacity, duration, and conscious analysis)

Answer 47

Capacity: is assumed to be larger compared to STM
Duration: is assumed to be shorter compared to STM (1 sec)
Conscious analysis? Not assumed to be possible in SM

Question 48

Iconic Memory

Answer 48

refers to SM for visual information

Question 49

Echoic Memory

Answer 49

refers to SM for auditory information

Question 50

Immediate Memory

Answer 50

The component of memory that holds information that you are conscious of right now

Question 51

3 Characteristics of Immediate memory (capacity, duration, and conscious analysis)

Answer 51

Capacity: compared to SM is relatively small
Duration: Compared to SM is relatively long
Subconscious Analysis? Yes, is assumed to be required

Question 52

Short Term Memory

Answer 52

component in immediate memory that only allows information to be HELD in immediate memory

Question 53

Working Memory

Answer 53

Is the component in immediate memory that allows information to be HELD, MANIPULATED, and TRANSFERRED

Question 54

Generic Memory

Answer 54

(LTM) component of memory that holds all the information you have learned over the lifespan which can be conscious and unconscious

Question 55

3 Characteristics of generic memory (capacity, duration, and conscious analysis)

Answer 55

Capacity: assumed to be unlimited and is not scientific because it can not be tested
Duration: assumed to be a lifetime and is not scientific because it can not be tested
Conscious analysis?Not to be possible unless transferred to immediate memory

Question 56

Semantic Memory:

Answer 56

Generic memory for the meanings of definitions and meaning of words, concepts, and ideas

Question 57

Episodic Memory:

Answer 57

(Autobiographical) Generic Memory for episodes and events in life that you can experience

Question 58

Procedural Memory

Answer 58

refers to generic memory for how to do things and how to perform certain tasks

Question 59

Declarative Memory

Answer 59

refers to generic memory for knowledge and information that can be verbalized (written/spoken)

Question 60

(Plato’s Concept of Forms) Forms:

Answer 60

refers to the essential knowledge of things in the world

Question 61

(Plato’s Concept of Forms) Assumption:

Answer 61

Everything that there is to know about the world is stored into memory at birth

Question 62

(Plato’s Concepts of Forms) Implications:

Answer 62

If everything that there is to know about the world is stored at birth than the knowledge is to be RETRIEVED later in life

Question 63

(Aristotle’s Principle’s of Association) Association:

Answer 63

When two ideas become linked in memory so that they are remembered better later on

Question 64

(Aristotle’s Principle’s of Association) Types of Association

Answer 64

Contiguity, Similarity, and Contrast

Question 65

Contiguity:

Answer 65

occurs when two ideas occur close in time become associated in memory and are remembered together later on

(i.e. Contiguity + Pavlov’s Dog)

Question 66

Similarity

Answer 66

occurs when two ideas have similar meanings become associated in memory and are remembered together later on

(Recall Test)

Question 67

Contrast

Answer 67

Occurs when two ideas with opposite meanings become associated in memory and are remembered together later on

(Free association Task)

Question 68

Ebbinghaus’s Forgetting Paradigm:

Answer 68

A method for studying forgetting and the rate of forgetting

Question 69

Procedure (2 Phases)

Answer 69

Learning Phase and Relearning Phase

Question 70

Ebb. Learning Phase:

Answer 70

: Ebb. pretended to learn list of nonsense syllables until he could remember them perfectly

Question 71

3 points to Ebb. learning phase:

Answer 71

1. nonsense syllables: they can be sounded out but have no inherent meanings
2. Ebb. was both the subject and the experimenter
3. Ebb studied items perfectly without making any error

Question 72

Ebb. Relearning Phase

Answer 72

attempted to relearn the original syllables after a short or long delay

Short: 1 min
Long: 1 wk

Question 73

Results:

Answer 73

Forgetting Curve: describes the rate of forgetting following a short or long delay

Question 74

What was the Measure that Ebb. used?

Answer 74

% Savings

Question 75

% Savings:

Answer 75

the amount of time Ebb. saved relearning the nonsense syllables relative to the times spent initially learning the syllables

Question 76

High % savings meant

Low % savings meant

Answer 76

High %=less forgetting

Low %=more forgetting

Question 77

Ebb. Forgetting curve Findings:

Answer 77

1st: % savings is high when the delay was short (1min)
2nd: % savings dropped shortly within one hour after learning the syllables
3rd: % savings levels off and does not drop sharply and levels off bw 1 hour and a week

**Less forgetting when the delay was short (1 min) and decreased as the delay increased and then levels off there after

Question 78

Ebbinghaus’s Studies on Associative Learning:

Answer 78

Direct and Remote Associations

Question 79

Ebb. Direct Associations:

Answer 79

any items consecutive on a list

Question 80

Ebb. Remote Associations:

Answer 80

any items not consecutive on a list

Question 81

Ebb. Assumptions of Associative Learning:

Answer 81

1. Items linked by DIRECT ASSOCIATION should be remembered WELL together because he assumed they should be strongly associated with each other
2. Items linked by REMOTE ASSOCIATION would be remembered POORLY with each other because he assumed they would be weakly associated with each other

Question 82

Ebb. Procedure To test Associative Learning Hypothesis

Answer 82

Learning and Relearning Phase of direct association list, remote association list 1 (skipping every other item), remote association list 2 (skipping every two items

Question 83

Findings of Ebb. Associative Learning Hypothesis

Answer 83

Found that the recall (DV) differed for the different types of lists

Direct Association lists: high levels of recall
Remote Association lists: low levels of recall

** Memory was GOOD when items were presented CLOSE together, in contrast he found that memory was POOR when the items had been presented FARTHER APART from each other

** There was a negative correlation between Recall(DV) and the time b/w item presentations (IV)

Question 84

Do Ebb. results support Aristotle’s Principle of Contiguity?

Answer 84

Yes

Items that are presented close in time become associated in memory and are remembered well together later on

Question 85

Serial Position Curve:

Answer 85

Curves when items at the beginning and end of a list are remembered better than items in the middle of the same list

Question 86

What was used to test and verify the Serial Position Curve?

Answer 86

Serial Recall task

Question 87

What is the serial recall task?

Answer 87

Subjects presented with a series (one by one) of items and have to remember them as best they can

Question 88

The findings of these tests created two separate effects:

Answer 88

Primary Effect and Recency Effect

Question 89

Primary effect

Answer 89

seems to occur because the items presented at the beginning of the

Question 90

Recency Effect

Answer 90

good recall of the items presented at the end of the list

Question 91

Contemporary

Answer 91

uses concepts related to the modal model to explain primacy and recency effects

Question 92

Contemporary explanations to the primacy effect

Answer 92

seems to occur because the primacy items are repeatedly rehearsed and are therefore transferred into LTM where it can be easily retrieved later on

Question 93

Contemporary explanations to the recency effect

Answer 93

Occurs because the recency items are still active (have not yet faded from STM) and TF can easily be remembered

Question 94

Hull Theory:

Answer 94

attempts to explain the curve using two concepts (remote associations and interference’s )

Question 95

Interference

Answer 95

Is when items on a list become confused and TF are remembered poorly

Question 96

(Hull’s Theory) Assumptions (3)

Answer 96

1. Items between MANY REMOTE ASSOCIATIONS should experience HIGH levels of interference and TF should be remembered POORLY
2. Items b/w FEW REMOTE ASSOCIATIONS should experience LOW levels of interference and TF should be remembered WELL
3. Items b/w NO REMOTE ASSOCIATION should experience NO interference and TF should be remembered the BEST

Question 97

(Hull’s Theory) Implications

Answer 97

According to Hull’s Theory items at the beginning and the end of the list should be b/w few remote associations and TF be remembered well

Items in the middle of the list re between many remote associations and TF should be remembered poorly b/c they experience high interference

Question 98

What is the problem with Hull’s theory?

Answer 98

that is can not explain the A-symmetrical shape of the curve that is typically found in real studies, Hull’s theory predicts that it should be perfectly symmetrical which is almost never the case

Question 99

Jevon’s Study Purpose:

Answer 99

(The black bean study) was to examine iconic memory and how much iconic memory can be held at once

Question 100

Jevon’s Study Procedure

Answer 100

black beans and a white bucket

1. Jevon took a handful of black beans and attempted to toss the handful into the white bucket 10ft away
2. He gave his set. immediately after the beans had fallen into the bucket after each trial
3. he determined how accurate his set. was by comparing the set. to the number of beans that had actually fallen in the bucket

Question 101

Jevon’s study Results

Answer 101

1. Found his set. were relatively accurate when five or fewer beans had fallen into the bucket
2. In contrast he found that his est.. were generally inaccurate when more than five beans had fallen into the bucket

Question 102

Are the findings found in Jovan’s study consistent with thoughts on sensory memory

Answer 102

No, they are not consistent with thoughts on sensory memory since sensory memory is larger than short term memory it should hold more than 7 items

Question 103

What was the correlation in Jovan’s study?

Answer 103

Negative corr. b/w beans thrown and estimation accuracy

Question 104

Averbach’s study Purpose

Answer 104

to examine the capacity of iconic memory

Question 105

Averbach’s study Procedure:

Answer 105

Step 1

1. the number of dots varied trial to trial
2. The dots remained on the t-scope for 50 milliseconds at which point they disappeared

Step 2: est the number of dots they though they presented

Question 106

Averbach’s findings

Answer 106

He focused on the accuracy of the estimates

1. found that the accuracy was rather high when 5 or fewer dots were presented
2. in contrast accuracy was generally low when more than 5 dots were presented

AGIAN being inconsistent with the assumptions of iconic memory

Question 107

Sperling’s purpose

Answer 107

to examine the capacity of iconic memory

Question 108

Sperling’s Procedure

Answer 108

1.Presented with a matrix if digits and letters on a t-scope.
Items were presented randomly.
Presented for 50 milisec. before disappearing.
2. Participants had to recall the items seen on the matrix

Question 109

Sperling’s findings

Answer 109

Focused on the accuracy of recall
Findings were similar to that of Jovan’s and Averbach’s bc part. remembered 5 items accurately

Observation: important observation led to the partial report study which occurred during the debriefing

Question 110

What was the observation that was found in Sperling’s study and why was this important

Answer 110

That they ad claimed they had seen the items in the matrix, however the items faded before they could be recalled.

This is consistent with the idea that iconic memory had a large capacity but a short duration

Question 111

Based on the observation that was found in Sperling’s study is his study consistent with Iconic memory

Answer 111

Yes, bc Sperling assumed that the participant’s had stored all the items in iconic memory but that had faded before they could be recalled

Question 112

Sperling’s Partial Report technique

Answer 112

Part. had to recall only a portion of items in the display. Portion simply meant only one row

Question 113

Sperling’s purpose of the partial Report Technique:

Answer 113

to examine the capacity and duration

Question 114

Partial Report Technique (Procédure)

Answer 114

Step 1: part presented with a matrix of digits and letters for 50 milisec at which point the matrix disappeared
Step 2: part. heard a tone 0-1 seconds after the matrix disappeared in which the pitch of the tone randomly varied form trial to trial. pitch of tone indicated which row had to be recalled
Step 3: Part. had to recall items

Question 115

What was the assumption of the Sperling’s Partial Report Technique?

Answer 115

If participants had all items stored in iconic memory then they should be able to recall all the items in the cued row before they faded

Question 116

Merikle’s Test of the pre-categorical assumption:

Answer 116

Tested by asking part. to categorize memory info in iconic memory

Question 117

Merkle’s general procedure (selective attention)

Answer 117

In these tests part. had to selectively attend to some items in a display while ignoring other items (attending to letters and not digits)

Question 118

What should happen if iconic memory is pre categorical?

Answer 118

The information remembered should be low, however if they show evidence of being able to selectively attend then that would not support the pre-categorical assumption

Question 119

Sperlings Findings to to his Partial Report Technique:

Answer 119

Recall was near perfect when the delay was 0 seconds or very short
Recall decreased sharply (as the delay got longer) with increase in the length of delay
Recall was lowest in near floor when the delay was the longest

Question 120

Are Sperlings findings to his partial report techniques consistent with the key assumptions?

Answer 120

yes

Question 121

Why does information in iconic memory fade quickly?

Answer 121

Because it is pre categorical (before its possible)

Question 122

Pre categorical means:

Answer 122

Info in iconic memory cannot be consciously analyzed or categorized bc info with iconic memory faded within 1 sec.

Question 123

precategorical assumption; to address these cone.

Answer 123

3 conditions-Whole report, partial report by location, and partial report by category

Question 124

Whole Report

Answer 124

presented with matrix and recalled all items if they could

Question 125

Partial report by location:

Answer 125

presented with matrix and asked to recall in a particular row

Question 126

Partial report by category

Answer 126

(Digits or letters) part. had to recall the items by categories, had to recall either digits or letters (hence categorize)

Question 127

Findings of Merkle’s Precategorical test and implications

Answer 127

(location and category) Indicated that recall in the 2 partial categorical locations was equivalent and high which contradicts assumptions and suggest that part. are able to categorize items in iconic memory

Question 128

The two Effect of Echoic memory?

Answer 128

Modality and Suffix Effect (traced in the studies using serial and recall tests)

Question 129

Modality Effect

Answer 129

refer to POOR recency recall when a suffix is presented at the end of a list, occurs when recency recall is better when the items are presented out loud then visually

Question 130

Suffix Effect

Answer 130

Refer to poor recency recall when a suffix is presented at the end of a list

Question 131

What is a suffix?

Answer 131

It is a distractor item that is designed to impair recency recall by interfering with recency items

Question 132

Why is the focus on recency recall?

Answer 132

Bc it goes back to the echoic memory bc the echoic memory holds the echo of recently presented items hence the recency effect

Question 133

Conrad and Hull’s Modality Effect Study’s purpose:

Answer 133

to examine the modality effect and to see if auditory items will be remembered as visual items

Question 134

Conrad and Hull’s Procedure

Answer 134

part. were presented with a series of items and had to recall as many as they could

Question 135

Conrad and Hull’s procedure had two conditions:

Answer 135

Read aloud (acoustic echo) and Read silently (no acoustic echo)

Question 136

Conrad and Hull’s Findings to their Modality effect study?

Answer 136

(Look at page 30)
modality (auditory items were remembered than visually)
Recency effect was relatively high in the aloud fond and low in the read silently cond.

Question 137

Are these findings consistent with the modality effect?

Answer 137

yes, but also show that something else might be at work because the primacy effect is high as well…this is rehearsal

Question 138

Pre-categorical Acoustic Store (PAS)

Answer 138

(used by Conrad and Hull) the component of echoic memory that holds the echo of recently presented auditory info.

Question 139

PAS explanation of suffix effect:

Answer 139

(Similar) Theory is that in the similar position the similar sub. enters the PAS and INTERFERES with the recency items resulting in low recency recall

(Different) The theory os that the different suffix also enters the PAS but interferes less with the recency items (because it sounds different) resulting in higher levels of recency recall

Question 140

Crowder’s suffix Effect Experiment (Purpose):

Answer 140

To examine the suffix effect using a procedure

Question 141

Crowder’s Suffix Effect Experiment (procedure):

Answer 141

part. heard a series of items (digits they had to remember) and the a suffix at the end (no delay)

Question 142

There were two conditions in Crowder’s affix effect exp. and what design was it?

Answer 142

Speech suffix
Buzzer suffix
(between)

Question 143

Speech Suffix:

Answer 143

part. heard the word “ready” of “zero”after the last item on the list. (speech sounds)

Question 144

Buzzer Suffix:

Answer 144

In the suffix condition part. heard a buzzer sound “BZZZZZ” (non-speech sound)

Question 145

Crowder’s suffix effect predictions:

Answer 145

RECENCY RECALLwas expected to be LOW in the SPEECH cond. (where the acoustic qualities of the suffix overlap with the target items), in contrats the RECENCY RECALL was expected to be HIGH in the BUZZER COND. (where the acoustic qualities of the suffix overlap less with the target items.

Question 146

Crowder’s Suffix Effect Findings:

Answer 146

Predictions were confirmed, the suffix effect depends on the acoustic qualities of the suffix
If it overlaps it impairs recall , in contrast if the suffix does not over lap the recency recall is relatively unaffected

Question 147

Modal Model

Answer 147

is a model of memory that consists of 3 diff components which are sensory memory, STM, and LTM

> recap on STM, LTM, SM and its characteristics (3)

Question 148

2 assumptions of the modal model

Answer 148

Rehearsal is needed to maintain info in STM

Rehearsal is needed to transfer info from STM to LTM

Question 149

Brown-Peterson Paradigm

Answer 149

(Forgetting in STM) how quickly forgetting how STM is rehearsed

Question 150

The Purpose of Brown-Peterson Paradigm

Answer 150

is to examine how quickly info in STM is forgotten when that info is not rehearsed

Question 151

Predictions of the Brown-Peterson Paradigm

Answer 151

if info in STM is not rehearsed than that info will quickly fade and be forgotten

Question 152

Procedure of the Brown-Peterson Paradigm

Answer 152

Part. are presented with a continent trigram (series of 3 continents) that they had to remember\
Part. heard a number and had to count back by 3s for 0-20 sec.
Try to recall trigram

Question 153

(Brown-Peterson Para.) The effect of the delay interval: Why Counting back by 3’s for 0-20 sec?

Answer 153

this was designed to prevent part. from rehearsing the trigram

Q:Whether the count back would prevent them from rehearsing and would lead to forgetting the trigram

Question 154

Predictions of the Brown-Peterson Para.

Answer 154

If part. were to count back for a long time then they would be more likely to forget a trigram

Question 155

Proportion Correct

Distractor Duration

Answer 155

DD: Meas. how long they had to count back and how long they prevented from rehearsing the trigram

Question 156

Serial Position Curve and the explanation which has already been gone through

Answer 156

good recall for items on a lost presented at the beginning and the end of the list relative to those in the middle of the list (primacy and recency effect)

Question 157

Rundus and Atkin’s Study of the Primacy Effect (Purpose):

Answer 157

to verify the primacy items are in fact repeatedly rehearsed which should result in them being transferred into LTM

Question 158

Rundus and Atkin’s General Approach:

Answer 158

to rehearse the items out loud at they were being presented but were not told on how to rehearse items, after this the number of times part. rehearsed each items was counted

Question 159

Rundus and Atkin’s General Prediction:

Answer 159

Primacy items (rehearsed more) 
Recency items (rehearsed less)

Question 160

Rundus and Atkin’s Findings:

Answer 160

(p.58) 2 y-axis bc 2 DVs
Proportion correction was not the focus of the study
Primacy (rehearsed the most)=transferred to LTM
Recency(rehearsed the least)= not transfered to LTM

Question 161

Glanzer and Cunitz’s study of recency effect Purpose:

Answer 161

whether a recency effect could be obtained when the part. were prevented form rehearsing the recency items for an extended period of time

Question 162

Glanzer and Cunitz’s study of recency effect Procedure:

Answer 162

No, 10-s delay, 30-s delay

Count-back test

Question 163

Glanzer and Cunitz’s study of recency effect Predictions and findings:

Answer 163

no conditions=high
30-s=lowest
10-s=intermediate
Confirmed
only effected the recall of the recency effect and not the primacy effect

Question 164

Phonological Storage (PS)

Answer 164

the component of the loop that stores speech code

Speech we hear+text we read AFTER its converted to speech code

Question 165

Articulary Control Process (ACP)

Answer 165

2 Functions:

Conversion and Rehearsal Function

Question 166

What is the conversion function of the ACP?

Answer 166

is to convert text into speech cod, then to transfer that code into the PS where it can be consciously analyzed and thought about

Question 167

What is the conversion function of the ACP?

Answer 167

is to rehearse speech code that is in the PS, to prevent that code from being forgotten

Question 168

Which function is essential of the ACP?

Answer 168

Conversions function, why?

Question 169

What happens if the ACP is not functioning properly?

Answer 169

the info can not be rehearsed and will quickly fade and be forgotten

Question 170

Memory depends on two things, what are they?

Answer 170

Decay rate and Rehearsal Rate

Question 171

Decay rate is:

Answer 171

measures how quickly info in the P-store will be forgotten when it is not rehearsed by the ACP

Question 172

what is the assumption about decay rate?

Answer 172

the decay rate is only a few seconds if not rehearsed by the ACP

Question 173

Rehearsal rate: (elaborate)

Answer 173

Measures how quickly info in the P-store can be rehearsed by the ACP

Info rehearsed quickly by the ACP=remembered well
Info rehearsed slowly by the ACP=fades and is forgotten

Question 174

If info is not rehearsed

Answer 174

it can be forgotten

Question 175

If info is rehearsed in the ACP it can

Answer 175

be maintained indefinitely in the P-store

Question 176

Phonological Similarity Effect (PSE)

Answer 176

is the ability to focus on things (items) that sound similar of different from each other

Occurs when similar secondary items are remembered more poorly than distinct secondary items

Question 177

i.e. letters in the alphabet ending with long vowel “ee” –>”d” pronounced “dee”, “G” pronounced “gee”, “E” pronounced “ee”, “B” pronounced “bee”

Answer 177

PSE

Phonological Similarity Effect

Question 178

What is the theory for PSE?

Answer 178

focuses on interference of items that sound similar
Similar items=remembered poorly
Dissimilar items= remembered well

Question 179

Would PSE be obtained for visual info?

Answer 179

Yes, a PSE should be obtained of the items are presented visually bc visual text must go to the ACP through the conversion function and then through the rehearsal function where a PSE might be obtained in the P-store

Question 180

AS of PSEA failure to obtain a PSE (because similar and distinct items are both recalled poorly) when:

Answer 180

1. Items are presented visually
2. Part. have to engage in AS (articulatory suppression

bc conversion function of ACP is disabled and participants can’t read target items.

Question 181

Articulatory Suppression (AS)

Answer 181

Is an experimental definition that is designed to disable the ACP and specifically disable the conversion rehearsal functions of the ACP

Question 182

the AS prevents part. from doing two things:

Answer 182

1. from converting text into speech code TF prevents items from being rehearsed in the P-store
2. from reading info that they have to remember bc it prevents part. from converting text into speech code

Question 183

How does AS prevent PSE for visual items?

Answer 183

the items are still presented VISUALLY but there is NO CONVERSION INTO SPEECH CODE (bc ACP is disabled by AS) and therefore there is NO PSE
[this links to the “AS of PSE”

Question 184

Would AS prevent PSE form auditory items?

Answer 184

With AS the items are still presented into AUDITORY format and still go DIRECTLY into the P-STORE without having been converted into speech code with the ACP and TF a PSE OCCURS

Question 185

there is only one case where you see where there is “no PSE”, why?

Answer 185

when there is a visual presentation

why: bc of mnemonics

Question 186

Suppose an individual is given a repeated memory task involving the following items presented in the following order: B, C, D, E, F, G. According to Hull’s theory of trace conditioning, which item is between NO remote associations

Answer 186

G

Question 187

Suppose you conducted a word length effect experiment involving two (and only two IVs: sex of participant (male or female) and length of words (short and long). Suppose further that the length of the words variable was a within subjects IV. Which type of design does the experiment use?

Answer 187

Mixed

bc sex can only be between bc the person can only be a male or a female

Question 188

In theory, which of the following memory systems permits conscious analysis of the information

LTM
STM
SM

Answer 188

STM

bc SM components are not supposed to allow conscious analysis and STM is a component of immediate memory

Question 189

Irrelevant Speech Effect (ISE)

Answer 189

poor recall for items on a test when a relevant speech is playing in the background

Question 190

Does ISE impair memory?

Answer 190

yes ISE impairs memory for a list of target items

Question 191

Approach for testing ISE (2 conditions)

Answer 191

irrelevant speech vs. no irrelevant speech
IS- Ss heard irr. speech hear target item while irr. speech played in the background
NO IS- Ss hear target item but no IS in background

Question 192

Findings of Irrelevant Speech:

Answer 192

memory poor when IS in background

memory good when no IS in background

Question 193

In the Irrelevant Speech study what does the theory focus on?

Answer 193

Interference
It’s interference between target items that have to be remembered in relevant speech thats playing in the background that part. should ignore

Question 194

What does the interference theory of Irrelevant Speech assume?

Answer 194

The irrelevant speech enters the P-store and interferes with the target items that have to be remembered which in turn impairs recall of target items

Question 195

Would ISE be obtained with AS

Answer 195

It depends on whether the items are presented visually or out load

No if visually presented (no difference)

Question 196

Why would there be no ISE obtained with AS if presented visually?

Answer 196

The ACP cannot convert the text into speech codes TF, not transferring them to the P-Store

Question 197

Why would there be ISE obtained with AS if presented audibly?

Answer 197

If out loud then ISE is obtained bc it directly goes in to the PS, where interference occurs and memory is poor

Question 198

WLE referring to ACP

Answer 198

Focus is on rehearsal rate
This quickly enters the PS by being rehearsed by the ACP
short words=easily and more quickly
long words=fade faster bc rehearsed slowly
more rehearsal better memory

Question 199

would there be a WLE If part. engaged in AS

Answer 199

No, WLE would not be obtained with AS regardless of how the items are being presented (visually/auditory)
Visually=theory would be the ACP wont rehearse the short words better than long words.
This means there is no difference in the recall of short/long words

Question 200

Is there a WLE if part. engaged in AS (audibly)?

Answer 200

No WLE will be obtained w/AS regardless if presentation.

Bc the ACP will still be disabled by the AS and thus, will not rehearse short words faster than long words.

Question 201

Selective Attention

Answer 201

Ability to something while avoiding tother things

Question 202

Dichotic Listening task

Answer 202

is a task used to examine selective attention
2 channels:
Attended channel vs unattended channel
Shadowing (part. repeat out loud what the attended channel

Question 203

(Purpose) Treisman’s Dichotic Listening Paradigm

Answer 203

to examine selective attention using a dichotic listening task

Question 204

Procedure for Treisman’s Dichotic Listening Paradigm involved 2 phases:

Answer 204

that manipulated the type of messages being played

1. unrelated messages
   - attended channels
   - unattended channels
2. related messages
   - attended channels
   - unattended channels

Question 205

Result for Treisman’s Dichotic Listening:

Answer 205

Part. DO NOT completely ignore the message being played in the unattended channels, instead the results suggest that part. process the info in the unattended channel when that info is meaningful related to the attended channel

Question 206

Divided Attention

Answer 206

Refers to the ability to attend to two or more things at once

Question 207

Divided attention assumption:

Answer 207

dividing your attention generally impairs your performance on a task

Question 208

referring to divided attention Duel task procedure Purpose:

Answer 208

used to examine the effect of Divided attention and to determine whether DA impairs performance

Question 209

referring to divided attention (Duel task procedure) procedure:
Design:

Answer 209

2 conditions
w/in
single task vs. dual task.
single-driving on a ob. course looking at cones
dual-driving on ob. course while talking on cell

Question 210

referring to divided attention Duel task procedure-predction

Answer 210

focuses on performing the primary task in the single and dual task conditions

performance on the primary task should be low in the dual task cond.
performance in the primary task should be high in the single task cone.

Question 211

referring to divided attention Dual task procedure- theory

Answer 211

Interference theory
interference b/w the primary and secondary task
single= interference assumed to be low/none
dual=interference assumed to be high

Question 212

Posner and Boise’ Dual Task Study-Purpose

Answer 212

the study was to examine DIVIDED ATTENTION using a DUAL TASK PROCEDURE and to determine whether DIVIDED ATTENTION IMPAIRS PERFORMANCE

Question 213

Posner and Boise’ Dual Task Study- procedure
letter identification task
tone identification task

Answer 213

2 tasks at once:

1. (R hand) same/different (letter task) part. have to tell whether the letters are the same ror diff. from each other
2. (L hand) tone identification (tone task) part have to listen to a tone that is occasionally presented and responds by pressing a button
   - 4 cond. manipulated when the tone was being presented while the letters appeared
3. before 1st letter appeared
4. same time as 1st letter
5. shortly before appearance of 2nd letter
6. same time as second letter

Question 214

Nota Bene

Answer 214

not well

Question 215

Posner and Boise’ Dual Task Study- DV

Answer 215

RT to the tone predicted that reactions would differ across the 4 cond. (slow and fast in other cond.)

Question 216

Posner and Boise’ Dual Task Study- Predictions

Answer 216

RT slowest; (4) both the tone and letter task at the same time
RT fastest; (1) where part. would only have to respond to the tone
RT fast; (2) part. had to perform tone task but also had to process the first letter in the set
RT slow; (3) part. had to respond to the tone right before the second letter was presented

Question 217

Posner and Boise’ Dual Task Study-explaination for the predictions of the 3rd cond.

Answer 217

because part were anticipating the second letter and TF were dividing there attention from the tone and second task.

Question 218

Effortful responses

Answer 218

assumed to interfere with one’s ability to carry out other tasks

Question 219

Automatic Responses

Answer 219

Part. have mastery, no longer need to exert a lot of effort

Question 220

Referring to automatic vs effortful responses-dual task procedure:

Answer 220

(are used to determine whether a task is automatic or effortful)

Question 221

Referring to automatic vs effortful responses; dual task deficit:

Answer 221

this occurs when performance on primary task is worse in dual task condition where part. have to perform two tasks

Question 222

Referring to automatic vs effortful responses-Assumptions:

Answer 222

Experts=extensive experience=>no dual task deficit performing the primary tasks=»Automatic response

Novice=no extensive experience=>dual task deficit performing primary tasks=»effortful responses

Question 223

Salthouse’s study of expert typist-Purpose:

Answer 223

to examine automatic and effortful responses in expert and novice typist groups

Question 224

Salthouse’s study of expert typist-Procedure:

Answer 224

Experts= 20+ yrs experience typing everyday
Novices= less experience, knew how to type but not for a living

2 cond.

1. Single (primary) task: part had to type a memo as fast as they could w/out typing an error
2. Dual task: part,. had to type a memo as fast as they could (primary) & Shadow a speech they heard from a loud speaker

Question 225

Salthouse’s study of expert typist- Predictions
Confirmed?
TF?

Answer 225

Novice=dual task deficit=effortful responses
Experts= no dual task= automatic response

Yes, and experts also showed high levels in both performances
TF, Salthouse set. automatic response

Question 226

Schneider and Schiffrin: Purpose

Answer 226

acquisition of automatic response through extensive practice

Question 227

Schneider and Schiffrin: Phase 1

Answer 227

focused in a lab setting where amount of experience part. had could be precisely controlled.

Question 228

Schneider and Schiffrin: Procedure- Phase 1

Answer 228

Constant discrimination task

1500 trials!

Question 229

Schneider and Schiffrin: Findings Phase 1

Answer 229

First 100 trials

Last 100 trials

Question 230

Schneider and Schiffrin: Implications to Phase 1

Answer 230

The fact that RTs did not vary with the number of letters being presented is strong evidence that part. had acquired an automatic response

Question 231

Schneider and Schiffrin: (phase 2)

Answer 231

Part. here were given 50 additional trials

Question 232

Schneider and Schiffrin:: Procedure-Phase 2

Answer 232

Response requirements were switched, part. were told to respond YES it there was NO CONSTANT and NO if there WAS A CONSTANT

Question 233

Schneider and Schiffrin: Prediction (phase 2)

Answer 233

Massive proactive interference due to the response requirements being fixed

Question 234

Proactive Interference (PI)

Answer 234

when old learning (phase 1) interferes with new learning (phase 2).

Question 235

(Nota Beta) Retroactive Interference (RI)

Answer 235

When new learning (phase 2) interferes with old learning (phase 1)

Question 236

Schneider and Schiffrin: overall findings

Answer 236

confirmed that PI did occur in phase 2 relative to phase 1

Question 237

Schneider and Schiffrin: DVs

Answer 237

RTs: were slower than at any time in phase 1 which included the very beginning of phase 1. In addition RTs did vary with the number of letters in the 70% with RTs being more slower

Accuracy: was relativly low which means that part. were not making mistakes/errors (Which is additional evidence for PI)

Question 238

Schneider and Schiffrin: Explanation

Answer 238

Proactive interference slows RTs and low accuracy were attributed to PI b/w phase 1 and phase 2

i.e. driving in the UK compared to the US

Question 239

Automatic and Effortful responses:

Stroop and Proactive interference- Purpose

Answer 239

to present PI with an old and new response

Question 240

(Stroop and Proactive interference)

Old response:

Answer 240

is the tendency of adults to read simple words that are presented to them

Question 241

(Stroop and Proactive interference)

New response:

Answer 241

(novel response) is to say out load the ink color in which a word color is printed in

Question 242

(Stroop and Proactive interference) Procedure

Answer 242

In both conditions part. have to name the color in which the stimuli are printed

Question 243

(Stroop and Proactive interference) DV: & define

Answer 243

Completion time-measures how quickly part have to name the color in which the stimuli are printed

Question 244

(Stroop and Proactive interference) Findings & Why?

Answer 244

completion differed sign across the 2 condition
CT: relatively fast in the color square condition
CT: relatively slow in the color word condition
b/c of PI can explain the interference in the color word condition
Old response= the tendency to read the words
Novel response= it the instructions to adults to name the color in which the word ID printed

Question 245

Ebbinghause’s “Total Time” Hypothesis: (Hypothesis)

Answer 245

predicts that the total time info. that is studied is positively associated with how well the info is remembered (predicts the more you study the better you should remember)

Question 246

Ebbinghause’s “Total Time” Hypothesis: Procedure

Answer 246

sing a variation of forgetting paradigm that involved 2 steps

1. Ebb. manipulates the total amount of time he spent studying a list of nonsenze syll.
2. attempted to recall the nonsense syllables

Question 247

Ebbinghause’s “Total Time” Hypothesis: Findings

Answer 247

confirmed the predictions of the total time hypothesis
That is memory was relatively high when the syllables had been studied for a long period of time
in contrast memory was poor when the syll. had been studied for a short period of time

Question 248

Distributed Practice Effect- Hypothesis

Answer 248

(spacing) It is better to space out learning trials thinly across period of time than to mass them together into a single learning block

Question 249

Distributed Practice Effect-procedure

Answer 249

distributed vs massed vs (nota beta)total study time constant

Question 250

Distributed Practice:

Answer 250

part study over several short interval with rest periods between them

Question 251

Massed Practice:

Answer 251

Study over one long continuous interval with NO rest periods

Question 252

NB: total study time constant:

Answer 252

nota beta-the total mount of time studying each conditions is the same in the distributed and mass condition

Question 253

Distributed Practice Effect-findings

Answer 253

Memory is relatively high in the distributed and relatively low in the massed

Question 254

Distributed Practice Effect-Theory (2)

Answer 254

Rehearsal function

Neurotransmitter replacement

Question 255

Distributed Practice Effect- Rehearsal function

Answer 255

focuses on the rehearsal (of the target info.) during a rest period in a distributed practice study (subconscious level)

Question 256

Rehearsal in the rest periods is assumed to differ in the following periods: (Explain)

Answer 256

Distributed: info is rehearsed during rest periods and is TF transferred to LTM
Massed: Info. is not rehearsed during rest periods bc there are not any TF memory is relatively poor
Focus of theory: is if the subconscious occurs during rest periods of not

Question 257

Neurotransmitter Replacement

Answer 257

Distributed condition: lost NTS are assumed to be replace during rest periods and TF memory is good
Massed: Lost NTS can not be replaced during rest periods bc there are none

Question 258

chemicals in the brain that are needed for learning in memory but that are lost during periods of intense cognitive activity those same NTS are replaced during rest periods which occur when taking study breaks, which enhances learning in memory

Answer 258

Neurotransmitters

Question 259

Distributed Practice Effect

Answer 259

Studies that manipulate length of a study interval per day

Question 260

Distributed Practice Effect-Predictions

Answer 260

memory is predicted to be higher in distributed cone. and lower in the massed cone. where part. study cone of fewer days

Question 261

Baddeley & Longman’s (1978) Study: Purpose

Answer 261

was to examine the effect of shorter and longer study intervals per day on memory
shot-1hr
long-2hr

Question 262

Baddeley & Longman’s (1978) Study: Background

Answer 262

field study

train postal workers to type zip codes as fast as the could w.out making any errors

Question 263

Baddeley & Longman’s (1978) Study: Procedure

Answer 263

manipulated the amount of study time they had each day
Distributed: 1 hr each day for 10 days
Massed: 2 hrs each day for 5 days
^ totaling 10 hours of practice

Question 264

Baddeley & Longman’s (1978) Study: DV

Answer 264

the number of codes typed correctly per hr of prac.

Question 265

Baddeley & Longman’s (1978) Study: Findings

Answer 265

performance
# of codes practiced per hour differed 
high=dis. cond. (10 days)
Low=massed cond. (5 days)

Question 266

Baddeley & Longman’s (1978) Study: caveat regarding satisfaction

Answer 266

satisfaction was measured after

Dis. part, had lower levels of satis. even though they showed higher levels of performance

Question 267

Baddeley & Longman’s (1978) Study: why the caveat

Answer 267

Badd. and Long.argued that the part. of the diet. cond. felt that they were not making as much progress in learning the type of codes as the massed part. On a per-day bases

Question 268

Studies that manipulate Length of rest interval

Procedure and predictions:

Answer 268

Procedure:
long rest interval (distributed)=full day to rest with study periods
No or shory rest interval (massed=1 min of rest b/w study periods
Predictions:
Memory=
high-distributed
lower-massed

Question 269

Lorge’s study “mirror tracing task”: Purpose

Answer 269

to examine the effect of rest interval in the study

Question 270

Lorge’s study “mirror tracing task”:

materials and procedure

Answer 270

trace the star with the stylus
20 trials
-put the stylus into the star
-part. could only see their reflection of their hand in the mirror
-these are more motor tasks

Question 271

Lorge’s study “mirror tracing task”:

DVs

Answer 271

Completion time : amount of time it took part. to trace the star
Errors: he amount of time the part. touched the star with the stylus
Higher completion time and errors= lowered accuracy (poorer levels of performance)

Question 272

Lorge’s study “mirror tracing task”: 3 conditions

Answer 272

manipulate the rest interval b/w trials, the amount of time part. had to break b/w trials
massed (no rest)
(1 min)
distributive (1 day)

Question 273

Lorge’s study “mirror tracing task”: design, why?

Answer 273

within, because you have to rest more sub. if between was used

Question 274

Lorge’s study “mirror tracing task”: Predictions

Answer 274

• lorge’s (high intermediate, low)
• best=1day
• worst=massed
• intermediate=1 min.

Confirmed, longer rest intervals were associated with better performance

Question 275

Levels of Processing

Answer 275

(LOP)focuses on your ability to remember text, how text is processed

Question 276

LOP types of processing (2)

Answer 276

Shallow

Deep

Question 277

Shallow LOP

Answer 277

perceptual feat.; refers to processing the perceptual feat. of text

i.e. shape of the text book,overhead, laptop, sound of text when it is read

Question 278

Deep LOP

Answer 278

refers to processing the semantic properties of the text which refers to the meaning of the text being read

• the category to which concept belongs (knowing that a dog is an animal)
• various details (dogs chase cats)

Question 279

Why are these two types of processings important?

Answer 279

bc the 2 type have diff. consequences to memory

• shallow:poor text being read
• deep: produces good memory for the text being read b/c you are now processing the meaning and the semantic process of the text

Import. academic and practical reasons

Question 280

Assumptions of LOP

Answer 280

1. 2 types of processing
2. shallow processing OCCURS BEFORE deep processing:
3. Deep Processing ENHANCES memory:
4. 2 types of rehearsal

Question 281

1.) two types of processing (LOP)

Answer 281

Shallow:
-perceptual feat.
-manipulations(induce shallow proc.)
Deep:
-Semantic features (meaning)-> manipulations

Question 282

2.) Shallow processing occurs before deep processing: this processing focuses on…

Answer 282

the temporal sequence

Question 283

T/F people must process text at a shallow level before a deep level

Answer 283

True

Question 284

3.) Deep processing enhances memory: this is based on a general principle of memory-

Answer 284

the more unique ways info is encoded, the better that info is remembered

Question 285

Shallow processing produces 2 unique codings:

Answer 285

shape
sound
TF is assoc. with poor memory

Question 286

Deep processing produces 3 unique coding’s of text:

Answer 286

shape, sound, and semantics

TF is assoc. with better memory

Question 287

4.) 2 types of rehearsal

Answer 287

Maintenance

Elaborative

Question 288

Maintenance (LOP)

Answer 288

generally assoc. with poor memory
Rote rehearsal (rehearsing info mindlessly without understanding its information)
Poor memory

Question 289

Elaborative (LOP)

Answer 289

Semantic rehearsal and is generally assoc. with good memory
Semantic rehearsal: rehearsing info. while also trying to understand its meaning and elaborating on it
Good memory

Question 290

Craik and Tulving’s study of shallow and deep processing: Purpose

Answer 290

created the theory:

to examine the effect of shallow processing and deep processing on memory

Question 291

Craik and Tulving’s study: Assumptions

Answer 291

memory would depend on # of unique ways text was encoded

good memory=more unique ways
poor memory=less unique ways

Question 292

Craik and Tulving’s study: Predictions (2)

Answer 292

Shallow=produce few unique codings

Deep= produce more unique codings

Question 293

Craik and Tulving’s study: Procedure

Answer 293

Part would be presented with diff. words
Part would have to discriminate b/w these words based on different criteria
Part. were not told that they would be given am incidental memory test (surprise memory test)

Question 294

Craik and Tulving’s study: are incidental tests given?

Answer 294

b/c experimenter does not want participants to engage in deep processing

Question 295

Craik and Tulving’s study: what were the 3 conditions?

Answer 295

case, rhyme, sense
Case: is “CAT” written in uppercase (shallow)
Rhyme: Does cat rhyme with hat? (deep)
Sense: Does cat fit into this sentence? “The dog chased the ____.” (deep)

Question 296

Craik and Tulving’s study: These conditions were made to…

Answer 296

for some to induce shallow processing and some deep

Question 297

Craik and Tulving’s study: DVs

Answer 297

Latencies and Recognition

Question 298

Latencies:

Answer 298

Measured how quickly part. responded (yes or no)

Question 299

Craik and Tulving’s study: predictedLatencies would differ:

was this confirmed?

Answer 299

bw conditions
Slowest=sense condition
Fastest= case
Intermediate=Rhyme
CONFIRMED

Question 300

Craik and Tulving’s study: Recognition measured by:
prediction:
was this confirmed?

Answer 300

the incidental test
High=sense condition
Low=case condition
Intermediate= Rhyme condition

Question 301

Craik and Watkins (LOP) (1973): Purpose

Answer 301

tested the idea that maintenance rehearsal does not lead to improved memory

Question 302

Craik and Watkins (LOP) (1973): Procedure

Answer 302

they induced part. to use maintenance rehearsal by telling them special instructions
-part. were to listen to a list of items
-reported the last word that began with a particular letter “G”
“daughter, oil, rifle, garden, grain, table, football, anchor, giraffe
-“i” =how long an item was rehearsed
(garden=0, grain=3, giraffe=7
-end of each trial part. would report the one item required then next trial began
-final manipulation=incidental memory test
-part had to report as many critical items as they could

Question 303

Craik and Watkins (LOP) (1973): Findings

confirmed?

Answer 303

final recall was unrelated to the “i” value
recall of an item was uncorrelated with how long it had been rehearsed using maintenance rehearsal
TF confirming predictions

Question 304

Craik and Watkins (LOP) (1973): Why are these findings important?

Answer 304

b/c it poses a problem for the Modal Model

This is b/c the results suggest that time spent in Short-term store can be unrelated to subsequent recall

Question 305

TAP

Answer 305

Transfer Appropriate Processing
attempts to extend and address the prob. with LOP
a type of processing will lead to better memory performance if it is appropriate for the particular test; no one good type of processing is good for all test.

Question 306

The difference b/w LOP and TAP:

2 predictions that TAP makes:

Answer 306

In contrast to LOP
TAP- considers both encoding and retrieval
LOP- only considers encoding

1. Good memory=encoding/retrieval the same
2. Poor memory=encoding/retrieval are diff.

Question 307

Ebbinghaus’s Consolidation Theory:

Answer 307

forgetting occurs b/c info in memory is not properly stored and TF fades and is forgotten (info is not rehearsed)

Question 308

Ebb. Consolidation theory is forgetting due to:

Answer 308

storage failures

Question 309

Ebbinghaus’s Interference Theory:

Answer 309

forgetting occurs for different reasons;

forgetting occurs b/c info in memory ca not be retrieved at a later time (typically b/c of insufficient cues)

Question 310

Ebb. Interference Theory is forgetting due to:

Answer 310

retrieval failures

Question 311

Assumptions of Consolidation Theory (5)

Answer 311

1. Two stages of processing: Preservation Consolidation
2. (forgetting) Disrupting preservation produces forgetting
3. Enhancing preservation produces consolidation
4. P and C are linked in neural events

Question 312

Two stages of processing:
Preservation
Consolidation

Answer 312

These two stages must occurs before information is stored in LTM

Question 313

Preservation (P):

Answer 313

preparatory stage of processing in which info. in memory is subconsciously rehearsed

1. Preparatory stage: this occurs before info is stored in LTM
2. Subconscious rehearsal: is rehearsal that occurs without conscious awareness, in other words this is rehearsal that occurs within the brain

Question 314

Consolidation (C):

Answer 314

refers to the final stage of processing in which info is now stored in LTM after being subconsciously rehearsed

Question 315

What is the goal of the consolidation theory?

Answer 315

to reach consolidation

Question 316

(Forgetting) Consolidation Theory:

2. Disrupting preservation produces forgetting:

Answer 316

is assumed to impair subconscious rehearsal which in turn prevents consolidation and produces forgetting

Question 317

What are some events that disrupt preservation?

Answer 317

Remaining awake (rather than sleeping)
Head Trauma

Question 318

Why does remaining awake (rather than sleeping) disrupt preservation?

Answer 318

b/c it exposes people to distractions that impair subconscious rehearsal

Question 319

Why does head trauma disrupt preservation?

Answer 319

b/c people who experience this are assumed to have impaired subconscious rehearsal

Question 320

(Forgetting) Enhancing preservation produces consolidation:

Answer 320

is assumed to increase subconscious rehearsal which in turn increases consolidation and improves memory

Question 321

What are some events that enhance preservation?

Answer 321

Sleeping after you learn something is assumed to enhance preservation because is minimizes distractions

Question 322

4. P and C are linked to neural events:

Answer 322

P is linked to “reverberation”

C is linked to physiological changes in the brain

Question 323

P is linked to “reverberation” refers to…

Answer 323

a repetition of neural firing to a stimulus (lecture) that has been presented, this repetition is a type of brain rehearsal in response to a stimulus

Question 324

C is linked to physiological changes in the brain: including…

Answer 324

chnages in neuro-transmitter (chemicals in the brain that are needed in order for memory to occur) that are depleted
Hence, Citocolin levels: found in Alzheimer’s pts.

Question 325

5. Predictions (summary that have been discussed)

Answer 325

• Sleeping enhances P and C
• -Sleeping–> ^ P>^ good memory
• Remaining awake disrupts P and C
• -Awake–>(down) P–>(down) C (forgetting)
• Head Trauma–>(down) P–>(down) C (forgetting)

Question 326

Ebb. forgetting Paradigm: (3 Phases)

Problem?

Answer 326

Learning
Sleep/Awake
Relearning
Ebb. was both exp. and part.

Question 327

Jenkin’s Dallenbach’s study (effect of sleep on memory) Purpose:

Answer 327

• to examine the effect on memory and to see if sleep enhanced memory
• to examine whether the effects of sleep depended on how long subjects

Question 328

Jenkin’s Dallenbach’s study: Procedure

Answer 328

Learning: (list of words)
Sleep/Awake (delay 1,2,4, or 8 hrs)
Test: part. had to attempt to remember the words that they had studied after having slept of remain awake

Question 329

Jenkin’s Dallenbach’s study: what was the problem?

Answer 329

How to get students to stay awake for 8 hours

Question 330

Test of TAP; procedure

Answer 330

Same: semantic encoding and semantic retrieval
Different: semantic encoding and phonological retrieval

Question 331

Test of TAP: Predictions

Answer 331

High-same condition

Low-different condition

Question 332

In the Test of TAP what would LOP predict?

Answer 332

Semantic coding is required in both conditions and semantic encoding (deep processing) should give highest reading

Question 333

Morris’s Test of TAP: Purpose

Answer 333

memory should be good when encoding and retrieval are the same

To test prediction of TAP

Question 334

Morris’s Test of TAP: Procedure (phase 1)

Answer 334

Study(encoding)
Cond. 1:(Phonological) part. given a list of words and had to process there phonological qualities (rhymed?)
Cond. 2: (Semantic) presented w/list of words and processes their semantic qualities by seeing if the words fit into the scent. by using C&T procedure
Test (Retrieval)
Cond. 1: (Phonological) part. presented with a list of words and had to det. whether each item had rhymed with one they had seen previously
Cond. 2: (Semantic) part. presented w/ old and new words

Question 335

Why was a traditional (semantic) test conducted?

Answer 335

to examine semantic processing

Question 336

Morris’s Test of TAP: Predictions-

Confirmed?

Answer 336

High=phono. encoding + phono. retrieval (rhyme)
Low=phono. encoding + sem. retrieval (trad.)
Low=Sem. encoding + Phono. retrieval (rhyme)
High=Sem. encoding + Sem. retrieval (trad.)

CONFIRMED!

Question 337

Retrieval Failure

Answer 337

the inability to access info. stored in LTM

due to insufficient cues

Question 338

Retrieval

Answer 338

getting information out of LTM using cues

Question 339

Retrieval and TAP

Answer 339

predictions involving retrieval in LTM should be good if encoding and retrieval processes are similar

Question 340

Retrieval Failures: Computer metaphor

Answer 340

describes a retrieval failure in terms of broken comp hard drive that is not used to access info. stores in it

Question 341

Tip-of-the-tongue

Answer 341

real phenomenon:
occurs when a person is unable a specific piece of info. but is able to recall a portion of the info. and experiences a strong feeling of “know” for the info.

feeling a “knowing” indicates that the person is confident, that person has stored the info in memory but can not recall it at the moment

Question 342

Tulving’s Encoding Specificity Principle (ESP): focus-

Answer 342

(effectiveness of retrieval cues)

how well retrieval cues help you remember

Question 343

Tulving’s Encoding Specificity Principle (ESP): Predictions (2)

Answer 343

1. retrieval cues should improve memory when they are encoded during a previous study period
2. retrieval ques should not improve memory when they are not encoded during a previous study period

Question 344

Tulving’s Encoding Specificity Principle (ESP): Relations to TAP (which focus on processes which include _______ and ________ processes)

Answer 344

1. memory is good when retrieval and encoding processes are the same
2. memory should be poor when retrieval and processes are different from each other

(phonological and semantic)

Question 345

Thompson & Tulving’s study: Purpose

Answer 345

was to test the ESP predictions…which are

Question 346

Thompson & Tulving’s study: type of cues

Answer 346

Strong cues: cues that typically elicit the recall of particular a word when they are presented to part.
“BOOLM->FLOWER”
Weak cues:are cues that rarely elicit the recall of a particular word when they are presented to part.
“FRUIT -> FLOWER”

Question 347

Thompson & Tulving’s study: Procedure

Answer 347

• part. presented with items they had to remember
• 2 conditions: manipulated types of cues that were presented at encoding and retrieval
  1. no cue
  2. weak cue

Question 348

Thompson & Tulving’s study: 1st phase
Study
-No Cue
-weak cues

Answer 348

part w/the items that they had to remember without being presented with cues

presented with items that had to be remembered and each items were paired with a weak cue
(part. were also told to remember the item w/the cue together that way they could pair it later on)

Question 349

Thompson & Tulving’s study: 2nd phase

Test

Answer 349

part. had to recall target items

Question 350

Thompson & Tulving’s study:

what were the three conditions for the target items under the test phase?

Answer 350

no cue
weak cue
strong cue

Question 351

Thompson & Tulving’s study: 2nd set predictions concerned part. who received weak cues for flower:
Confirmed?
Is this prediction consistent with ESP?
What was the reason that T&T gave for the results?

Answer 351

Highest recall=no cue condition
Low recall=weak and strong conditions
CONFIRMED!
YES!

Recall was low in the strong and weak conditions b/c the interference of the weak cues for the items and TF memory was relatively low

Question 352

Jenkin’s Dallenbach’s study:
(regarding first purpose)
(main effect of state)

Answer 352

focuses on whether part. slept or remained awake

Focuses on whether memory differed with part. who slept or remained awake

Question 353

Jenkin’s Dallenbach’s study: Predictions

Confirmed?

Answer 353

Sleep: memory should be high for those who sleep and are exposed to fewer distractions

Awake: in contrast, consolidation theory predicts that memory should be LOW for part. who remained awake b/c they are exposed to distractions which should interrupt rehearsal and TF memory

CONFIRMED!!

Question 354

Jenkin’s Dallenbach’s study:
(regarding 2nd purpose)
State & delay interaction:

Answer 354

examined whether the effect of state depended on how long part. slept or remained awake

Question 355

Jenkin’s Dallenbach’s study:
(Predictions)
based on state & delay interaction

Confirmed?

Answer 355

there would be no or little difference in memory for part. who slept or remained awake
(state: slept/awake)
Low Memory=slept, b/c part would have had insufficient time to subconsciously rehearse

Low Memory=awake, bc part. would be exposed to distractions

Long delay=memory would differ in the sleep/awake condition

Sleep=high memory, b/c part. would be able to subconsciously rehearse
Awake=poor memory, b/c part would be exposed to more distractions that would impair memory

CONFIRMED!

Question 356

Retrograde amnesia (RA)

Answer 356

The inability to remember things that have occurred BEFORE the event that caused the amnesia

Question 357

Duncan’s study administering RA: Purpose:

Answer 357

examined whether RA was more likely to impair memory for the events shortly before the amnesia vs. long after the amnesia

Question 358

ECS

Answer 358

a procedure that involves shocking the brain and induces retrograde amnesia

(sometimes used for clinical pts. who are not responsive to treatment

Question 359

Duncan’s study administering RA:

Procedure

Answer 359

rats had to learn an Escape Avoidance Response (EAR)

1. light is occasionally turned on
2. the floor is electrified after the light is turned on
3. the rat has to jump from the electrified side to the non-electrified side of the box
4. eventually the rat learns to jump from the E side to the non-E side before getting shocked

Question 360

Duncan’s study administering RA:

conditions under procedure:

Answer 360

(20 min, 4 hrs, control)
20min.-rat received ECS 20min after the learning phase(shortly after L-phase=forgetting

4hrs.-rat received ECS long after, Duncan thought that this would NOT induce forgetting

Control- no ECS

Retest- rats were tested to see if they remembered the EAR

Question 361

Duncan’s study administering RA: Predictions

Answer 361

Worse-20 sec.
Best-Control/4hr
CONFIRMED

Question 362

Bousfield (1953) Custer

Answer 362

presented the words in random order and found that subjects clustered

Question 363

A resolution that was found in clustering is that

Answer 363

both similarities and differences, both help reflect particular types of processing

Question 364

Hunt et al. (1981;1993) emphasize the importance of relational and item specific processing, that is:

Which concludes that:

Answer 364

organization emphasize relational processing (how items fit together)
whereas, item-specific processing emphasizes the to-be-remembered item

Memory is BEST when BOTH processes occur

Question 365

without knowledge of the to-be remembered items memory would-

However, relational processing can

Answer 365

poor

help provide cues that quickly produce the desired info.`

Question 366

Collins Quillian (1969) converted a model

Answer 366

for storing generic information in a computer into a testable model of human knowledge.

Question 367

Collins Quillian (1969) describing:

Answer 367

black dot: category name/concept

arranged: hierarchical fashion
- general concepts at the top
- specifics are further down

Question 368

Collins Quillian (1969) what is the general principle for this model?

Answer 368

cognitive economy b/c each property is listed as few times as possible

Question 369

Collins Quillian (1969) predictions

Answer 369

1. retrieving a property and traversing take time
2. times are additive whenever one step is dependent on the completion of another
3. the time to retrieve a property is independent of the level of the hierarchy

Question 370

Collins Quillian (1969) procedure:

Answer 370

--.part given 2 kinds of scent. to verify
P scent.=sentences that involved properties
P0 "canary can sing"
P1
P2
S scent.=superset relations
S0 "canary is a canary"
S1
S2
--3 exp.
--T/F scent.

Question 371

Collins Quillian (1969) predicts 
Confirmed?

Answer 371

two parallel lines, with the property line higher than the superset (p.226)
CONFIRMED!!

Question 372

Collins Quillian (1969)
What were the 2 main problems

Answer 372

1. no clear way of explaining performance on the false sentences
   - -They presented 3 diff hypothesis in which none gave a good account of performance
2. model was proposed as a specific test of the simplest version of the model and it made assumptions that were stricter than necessary

(what they acknowledged was inaccurate with there model)

Question 373

Collins Quillian (1969)
what were the 3 hypothesis that they considered

Answer 373

1. the contradiction hypothesis; search stops when a contradiction is reached
2. the unsuccessful search hypothesis; search stops when a certain criterion is met
3. the search and destroy hypothesis; search continuous until all possible connections are evaluated