Cognitive Psychology.
READ CAREFULLY: The exam is take-home and open note. The intent is for you to demonstrate thinking and use of the material to answer the questions. Refrain from copying sections of the notes onto your paper. Answer all questions. Keep your answers brief and to the point. If it goes long with unrelated material or irrelevant copied sections, I will put zero and move past it.
Section 1: Imagery (9 points) 1. a. Paivio (1969) proposed a dual code model to explain why concrete words are remembered better than abstract words. Briefly outline the dual code hypothesis. (3 points)
b. Use the dual code model to explain why the “one is a bun” peg word system should improve memory. (3 points)
c. Use the dual code model to explain why the “one is a bun” peg word system should work better than the “one is truth” peg word system. (3 points)
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Cognitive Psychology.
Section 2: Structure of LTM (9 points) 2. Fill in this table using the choices below. One square is going to be blank… (3 points each for the ones that are filled in) Choices: –“A whale is a fish” –Recall –The testing effect
An example of an encoding task or process affecting this kind of memory is..
An example of a retrieval task for this kind of memory is…
Episodic memory
a.
b.
Semantic memory
c.
d.
Section 3: Episodic long term memory (9 points) 3. This graph suggests that counting backwards after a list hurts recency:
a. Why does it suggest that? (3 points)
On the other hand, this graph suggests that counting backwards after a list doesn’t hurt recency:
b. Why does it suggest that? (3 points)
c. What is the difference between the two tasks whose data appears in the graphs? Why might that make a difference? (3 points)
Cognitive Psychology.
Section 4: Processing (10 points) 4. a. As part of our discussion of encoding specificity, I claimed that there may be no such thing as forgetting, only retrieval failure. Why can I say that, and how is it specifically related to encoding specificity? (5 points)
b. Describe an example (from your own life) of a situation where you could see that something you thought was forgotten was suddenly retrievable (relate it to encoding specificity). (5 points)
Section 5: Semantic long term memory (9 points) 5. a. Complete this sentence: “Traditional (symbolic) models of semantic memory do a really good job accounting for…” Explain your answer. (4 points)
b. Complete this sentence: “Neural network (non-symbolic) models are even better because they can account for both…” Explain your answer. (5 points)
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Cognitive Psychology.
Section 6: Categorization (9 points) 6. Go to the powerpoint for notes 9 and look at the picture of triangles, squares, and circles. Write the numbers that satisfy each logical category below: (3 points each) a. Blue or small:
b. If circle then blue:
c. Why are you glad I didn’t put a biconditional here like “If and only if square then green”?
Section 7: Interesting cognitive stuff (9 points) 7. a. Why is Eenie Meenie the perfect thing to study if you’re interested in memory? (5 points)
b. What kinds of questions does it raise compared to the way we’ve been approaching the study of memory? (4 points)
Cognitive Psychology.
Section 8: Take-home questions (36 points) Answer the various parts of these with the exact amount on information required.
- “Introspection is a bad method for determining whether or not you’ve learned something.” How does each of the following support that statement?
a. Kornell and Bjork’s (2008) finding related to induction tasks and spaced vs. massed practice.
b. Karpicke and Roediger’s (2008) finding about how much people learn during the learning phase regardless of study technique.
c. Glenberg, Sanocki, Epstein, and Morris’ (1987) research on calibration of comprehension.
- I present the following list of words one at a time in a free recall task:
note, sound, piano, sing, radio, band, melody, horn, spider, concert, instrument, symphony, jazz
(the order and the print format match the way the list would be presented). Why might someone recall each of the following words, or, why would we expect recall of the word to be low? (Elaborate on your answer as needed.)
(For each item below you’re saying “This word would probably be recalled because…” or “This word would probably NOT be recalled because…” Don’t batch them up and say “These four would be recalled for this reason…” Each word should be done individually.) a. jazz
b. spider
c. piano
d. music
e. melody f. note
Cognitive Psychology.
- I said that whether or not you remember something is less a function of who you are (e.g., “I have a bad memory”), and is more a function of what you do. For each below, how could it look like you just aren’t good at memorizing, and why is it actually processing that accounts for the problem? Use the exact names of the phenomena that explain each.
a. Some people decide whether or not words rhyme, other people decide what category the words belong to. The test is based on the meaning of the words. The rhyming people remember less.
b. Some people decide whether or not words rhyme, other people decide what category the words belong to. The test is based on the sound of the words. The rhyming people remember more.
c. Some people get an extended amount of time to repeat the items on a memory list as it is presented to them, other people spend their time deciding if the word is unpleasant. The people repeating do better on a recognition test.
d. A group of people study for an essay test. Half get an essay test; half get a multiple choice test. The people with the multiple choice test do worse.
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