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Purdue PSY 20000 - Study Guide for Exam 3

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Introduction to Cognitive Psychology: PSY 200Greg Francis, PhDDepartment of Psychological SciencesPsychological Sciences Building, Room 3174(765) 494-6934email: [email protected]://www.psych.purdue.edu/∼gfrancis/Classes/PSY200/index.htmlStudy Guide for Exam 3Exam Date: 27 March 2012The exam will include 40 multiple choice questions worth 2 points each, and 2 shortanswer questions worth 10 points each. Total points on the exam is 100. This exam makesup 16% of your class grade. The exam is given in class.Make sure you understand the following topics. Basically, for each of the topics listedbelow, you should be able to think of a corresponding question and be able to write aparagraph or so in answer to that question. If you understand all of the following topicswell, then you should be able to answer a variety of questions on the topics.Lecture 18: Encoding specificity1. Understand the procedure and typical results of a part-set cuing experiment. Be ableto explain why it is important.2. Be able to explain how discrimination makes memory (in some ways) similar to visualsearch.3. Know what the encoding specificity principle is. Be able to describe (in detail) atleast two experiments (general procedures and general results) demonstrating thisprinciple. Know the basic properties and findings of all of the encoding specificitytype of experiments.4. Be able to explain why the encoding specificity principle makes it very difficult todetermine if something is forgotten.5. Be able to explain why the encoding specificity experiments imply that forgetting isoften a retrieval problem. Why must forgetting (or memory) be defined relative to aparticular task?6. Be able to describe the effect of classrooms on memory.Lecture 19: Memory discrimination1. Be able to describe the CogLab False memory experiment, the expected results, andthe conclusions. Be able to explain how the effect is related to memory discriminationand source monitoring.2. Know the meaning of the terms “retroactive” and “proactive” interference. Be ableto give at least one example of each.3. Understand how proactive interference (PI) might cause subjects in a memory exper-iment to do worse on later trials. Be able to explain how this would be shown in thedata and also why it might happen.4. Know what release from PI is. Be able to give at least one example.5. Be able to explain what kind of interferences operate in the phonological loop.6. Be able to describe the experiment (indoor vs. outdoor sports) that demonstratesthat proactive interference operates at memory recall rather than memory storage.7. Be able to describe the yearbook study of long-term memory. Be able to explain thetwo ways that discrimination might be related to why memory is poorer with time.Lecture 20: Constructive memory1. Be able to explain some of the difficulties of eye-witness testimony. Why is memoryon such task constructive?2. Be able to describe the memory reports from studies by Penfield (1959). Be able todescribe the problems with this line of research.3. Know the characteristics of “flashbulb” memories. Know some of their limitationsas indications of really good memory. Be able to describe the experimental study offlashbulb memories compared to memories of ordinary events.4. Be able to describe the Loftus & Palmer (1974) experiment that shows how easilymemories can be influenced by subsequent questions. Understand the significance ofthese studies for trusting eye-witness testimony.5. Understand, in general, how memory misattribution can allow for memory “implants”and potentially cause problems for patients undergoing therapy.Lecture 21: Amnesia1. Be able to discuss how memory and memory confidence are cognitive events, and whythis matters when judging properties of memory.2. Know what amnesia is. Know the terms anterograde and retrograde amnesia.3. Know the general scope and duration of retrograde amnesia (for most cases). Under-stand some of the difficulties in studying retrograde amnesia.4. Be able to describe the difference between declarative (explicit) and nondeclarative(implicit) memory systems in LTM.5. Know the type of amnesia suffered by patient HM. Know the basic limitations of hisamnesia, and understand the studies that show he (and other amnesics like him) couldlearn some new information.6. Be able to discuss the behavior of anterograde amnesiacs on tasks like the memoryspan experiment or a recall task that produces a serial position curve.7. Know what infantile amnesia is. Know the basic explanation of it.8. Know what repression is. Understand why memory researchers are skeptical of theevidence used by clinicians to support the idea of memory repression.Lecture 22: Improving memory1. Be able to describe the methods (in general) and results of studying in differentcontexts and how it affects memory of recall in a neutral context.2. Understand how level of processing effects memory recall.3. Understand the study that shows that level of processing is more important thanintent to learn. Why is this important when studying material that you know will betested?4. Understand what is meant by a judgment of learning (JOL) and how to make it moreaccurate.5. Understand the method of loci for improving memory. Be sure to understand the roleimagery plays in this method.6. Be able to describe, in general terms, how subject SF increased his memory span to81 digits. Know the limitations of this approach.7. Understand the importance of sleep for certain types of memory. Be able to describethe experiment that demonstrates this importance.8. Understand the role of recall practice on memory. Be able to describe the experimentthat demonstrates this effect.9. Understand the findings about learning styles. Be able to explain what kind of datais needed as evidence that different student have different learning styles.Lecture 23: Mental representation1. Understand why the definition approach to concepts has problems.2. Understand the prototype theory of concepts.3. Be able to describe the CogLab version of the Posner & Keele (1968) experiment onconcept formation. Know the methods and typical experimental results. Also be ableto discuss how the typical results suggest the existence of a prototype.4. Be able to explain why the prototype theory has difficulties with some concepts (e.g.,ad hoc concepts).5. Understand the exemplar theory of concepts.6. How do prototypicality effects appear in an exemplar model?7. Understand the properties and


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