IIE 269: Cognitive PsychologyGreg Francis, PhDemail: [email protected]://www.psych.purdue.edu/∼gfrancis/Classes/IIE269/index.htmlStudy Guide for Exam 2Exam Date: 24 July 2008The exam will include 25 multiple choice questions worth 2 points each, and 5 shortanswer questions worth 10 points each. Total points on the exam is 100. This exam makesup 25% of your class grade.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. The exact nature of the question is what Ithink up for the exam, but if you understand all of the following topics well, then youshould be able to answer a variety of questions on the topics.Lecture 141. Understand the methods of the whole-report and partial-report experiments. Under-stand the key differences between the partial-report and whole-report experiments.Understand why the partial-report method indicates that more items are stored bysome sensory memory than the whole-report method indicates.2. Know what is involved in an immediate serial recall experiment.3. Know the different properties of iconic and echoic memory.4. Be able to explain the hypothesized role of iconic and echoic memory on the serialposition curves produced under immediate serial recall (modality effect).5. Be able to explain how the properties of echoic memory account for the suffix effect.Be able to explain how phone operators avoid the problems of the suffix effect.Lecture 151. Be able to describe Ebbinghaus’ experiment and results.2. Understand how Ebbinghaus’ results suggest the existence of a long-term memory(LTM) system. Know the properties of the LTM system.3. Be able to describe the Peterson & Peterson (also called the Brown-Perterson exper-iment) memory experiment. Know the general findings of the study. Know how itsuggests a short-term memory (STM) system with certain properties.4. Know the procedure and results of Miller’s memory span study. Know how it suggestsa short-term memory (STM) system with certain properties.5. Be able to explain how the STM and LTM system might offer an account of theu-shaped serial position curve that is seen in some memory experiments.Lecture 161. Be able to describe Sternberg’s experiment on the search of memory. Be able todescribe the three types of hypothetical searches. Be able to describe the predictedpattern of experimental results for the different search types. Be able to describe thedetails of the experiment (e.g., as on CogLab). Be able to describe the results foundby Sternberg and what the results mean.2. Be able to explain why it might make sense for search of memory to be serial exhaustiveinstead of serial self-terminating.3. Be able to describe the procedure and general findings of the study by Brooks. Un-derstand how the existence of separate visuo-spatial sketchpad and phonological loopsystems is consistent with the results.Lecture 171. Know the two subsystems of the phonological loop: articulatory control process andphonological store. Know the characteristics of each.2. Understand how loop capacity is related to both the time needed for items to decayfrom the phonological store and the rate at which the articulatory control process canrehearse items.3. Know the basic effect of phonological similarity on memory performance. Know howthe working memory theory accounts for the data. Understand what subsystem of thephonological loop is hypothesized to be involved in the effect (you have to understandarticulatory suppression effects).4. Know what the subject must do in a study of articulatory suppression. Understandwhy the properties of working memory make visual stimuli much more susceptible toarticulatory suppression than auditory stimuli. (What happens to the articulatorycontrol process?)5. Know the word-length effect. Understand the explanation provided by working mem-ory. Understand why the rate of rehearsal is very important for this explanation.6. Understand how the properties of working memory explain some aspects of digit spanfor different languages. Understand how these properties may affect measured IQscores.7. Know the basic results of the irrelevant speech effect. Understand how the phono-logical loop accounts for those results. Why does the model say that even foreignlanguages can cause an irrelevant speech effect?8. Understand how working memory capacity (as measured by reading span) might cor-respond to reading quality.Lecture 181. Know the meaning of the terms “retroactive” and “proactive” interference. Be ableto give at least one example of each.2. Understand how interference theories might account for the bow-shape of serial posi-tions curves.3. Understand how proactive interference (PI) causes subjects in a memory experimentto do worse on later trials.4. Understand the role of PI in the study of Keppel & Underwood (1962). Know whyit is important to look at the first trial. Recognize the significance of the data fortheories that hypothesize that items decay from STM.5. Know what release from PI is. Be able to give at least one example.Lecture 191. Understand the procedure and typical results of a part-set cuing experiment. Be ableto explain why it is important.2. Know what the encoding specificity principle is. Be able to describe (in detail) atleast two experiments (general procedures and general results) demonstrating thisprinciple.3. Be able to explain why the encoding specificity principle makes it very difficult todetermine if something is forgotten.4. 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?Lecture 201. Know some of the evidence to suggest that we may not ever forget some things (long-long term memory).2. Know the characteristics of “flashbulb” memories. Know some of their limitations asindications of really good memory.3. Know how hypnotism affects memory accuracy and confidence in the memory.4. Be able to describe the CogLab False memory experiment, the expected results, andthe conclusions.5. Be able to describe an experiment that shows how easily memories can be influenced.(One of the Loftus studies.) Understand the significance of these studies for trustingeye-witness testimony.Lecture 211. Be able to explain how memory and memory confidence are cognitive events.2. Know what