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Midterm Study Guide

Midterm Study Guide. Sections in Reed Textbook… Chapter 1 Introduction (1 st 1-2 pages of chapter) The Information-Processing Approach The Growth of Cognitive Psychology Cognition’s Relation to Other Fields But NOT brain stuff. Midterm Study Guide. Chapter 2 Introduction

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Midterm Study Guide

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  1. Midterm Study Guide • Sections in Reed Textbook… • Chapter 1 • Introduction (1st 1-2 pages of chapter) • The Information-Processing Approach • The Growth of Cognitive Psychology • Cognition’s Relation to Other Fields • But NOT brain stuff

  2. Midterm Study Guide • Chapter 2 • Introduction • Describing Patterns • Information-Processing Stages • But NOT Rumelhart’s model

  3. Midterm Study Guide • Chapter 3 • Introduction • Bottleneck Theories • Capacity Theories • Automatic Processing

  4. Midterm Study Guide • Chapter 4 • Introduction • Capacity • Memory Codes • But NOT Acoustic Codes in Reading • Recognition of Items in Short-Term Memory • But NOT Degraded Patterns • And NOT Some Determinants of the Memory Comparison Rate

  5. Midterm Study Guide • Chapter 5 • Introduction • The Atkinson-Shiffrin Model • Control Processes • But NOT Judgment of Learning • And NOT Allocation of Study Time

  6. Midterm Study Guide • Chapter 6 • Introduction • The Levels-of-Processing Theory • But NOT Implications for Verbal Rehearsal • Supporting Evidence of the Levels-of-Processing Theory • Encoding Specificity and Retrieval

  7. Midterm Study Guide • Chapter 7 • Introduction • Mnemonics Strategies

  8. Theories of Memory • Structural models – emphasize the memory structures • E.g., A-S model and sensory, Short-term, and long-term memory • i.e., emphasize where you put information in memory • Process models – emphasize mental processes • Emphasize what you do with information to get it into memory

  9. example • Is this word in capital letters? • TABLE  yes • table  no • Called structural processing (processing related to the appearance of the stimulus) • Would this word fit this sentence: • He met a ________ in the street. • FRIEND  yes • Cloud  no • Called semantic processing (emphasizes the meaning)

  10. Sample experiment • Imagine you answer a series of questions (both structural and semantic) about a set of words • Then, you are given a surprise memory test over the words (incidental learning) • Actual experimental results • Much more likely to remember the words that involved semantic processing than the words that involved structural processing (Craik & Tulving, 1975)

  11. Statement of LOP • General pattern of results: material processed semantically is more likely to be remembered than material processed structurally • Led to Levels of Processing theory (Craik & Tulving, 1972) • How you process material determines how well it stays in memory

  12. LOP theory • General rule: “deeper” (semantic) levels of processing enhance memory • “shallow” processing (structurally or superficially) does not enhance memory • Self-reference: process material in terms of what it means TO YOU • Self-reference effect – processing through self-reference leads to superior memory

  13. Encoding Specificity • State-dependent memory: the state that you are in when you learn influences how well you will remember the material • Optimal retrieval during a test occurs when the testing state matches the learning state • Supported by many studies include drug-states, mood-states, context effects (things around you, e.g., the room)

  14. Another process theory of memory • Encoding Specificity Principle (ESP; Thomson & Tulving, 1970) • The effectiveness of a retrieval cue depends on how well it relates to the initial encoding of an item • i.e., the cues at test should match the cues during study for optimal remembering

  15. Sample experiment • During studying • Some words learned through structural processing • Other words learned through semantic processing • During the test • Typically, recall or recognition (usually done through meanings or semantically • Expected results: semantic best

  16. Twist on old experiment • What if we change test to be structural • E.g., did you see a word that looked like: • CLOOD  yes • Expected results: • According to LOP, expect semantic best (deeper) • According to ESP, expect structural test best • Actual results: structural words best

  17. TAP • When memory is best if processing at test matches the processing at study, we say there is • TRANSFER APPROPRIATE PROCESSING

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