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Cognitive Psychology Connecting Mind Research And Everyday Experience 3rd Edition E. Bruce Goldstein - Solutions
The beginning of the chapter makes the claim that “life is all memory.” How has this claim been supported by considering what memory does for people with the ability to remember and what happens when this ability is lost, as in cases like that of Clive Wearing? LO1
Describe Atkinson and Shiffrin’s modal model of memory, in terms of both its structure (the boxes connected by arrows) and the control processes. Then describe how each part of the model comes into play when you decide you want to order pizza but can’t remember the pizzeria’s phone number. LO1
Describe sensory memory and Sperling’s experiment in which he briefl y fl ashed an array of letters to measure the capacity and duration of sensory memory. LO1
Is memory lost from STM by decay or by interference? Be sure you understand the Peterson and Peterson experiment and Keppel and Underwood’s interpretation of it. What is the time span of STM? LO1
What is the capacity of STM, and how is it infl uenced by chunking? LO1
Describe evidence supporting the following types of coding in STM: auditory(Conrad letter memory experiment); visual (Della Sala matrix experiment); and semantic coding (Wickens fruits and professions experiment). LO1
Describe two fi ndings that led Baddeley to begin considering alternatives to the modal model. LO1
What are the differences between STM and working memory? LO1
Describe Baddeley’s three-component model of working memory. LO1
Describe the phonological similarity effect, the word length effect, and the effect of articulatory suppression. What do these effects indicate about the phonological loop? LO1
Describe the visuospatial sketch pad, the Shepard and Meltzger mental rotation task, and Brooks’s “F” task. Be sure you understand what each task indicates about the visuospatial sketch pad. LO1
What is the central executive? What happens when executive function is lost because of damage to the frontal lobe? LO1
What is the episodic buffer? Why was it proposed, and what are its functions? LO1
The physiology of working memory has been studied using (a) brain lesions in monkeys, (b) neural recording from monkeys, and (c) brain imaging and eventrelated potential recording experiments in humans. What do the results of each of these procedures tell us about working memory and the brain? LO1
What is the reading span task? Why is it a better test of working memory than the digit span task? LO1
What is the evidence supporting the idea that better comprehension, reasoning, and intelligence are related to having a larger and more effi cient working memory? LO1
Analyze the following in terms of how the various stages of the modal model are activated, using Rachel’s pizzaordering experience in Figure 5.3 as a guide: (1) listening to a lecture in class, taking notes, or reviewing the notes later as you study for an exam; (2) watching a scene in a James
Adam has just tested a woman who has brain damage, and he is having difficulty understanding the results. She can’t remember any words from a list when she is tested immediately after hearing the words, but her memory gets better when she is tested after a delay. Interestingly enough, when the
What are some of the tasks used for studying memory, and what do various tasks indicate about the structure of memory?
What has been the prevailing traditional model for the structure of memory?
What are some of the main alternative models for the structure of memory?
What have psychologists learned about the structure of memory by studying exceptional memory and the physiology of the brain?
What is the difference between a recall task and a recognition task?
What is explicit memory?
What is implicit memory?
Why does it make sense to consider culture when doing research on memory in different countries?
What is the difference between the sensory store and the short-term store?
What are levels of processing?
What are the components of the working-memory model?
Why do we need both semantic and episodic memories?
Describe a connectionist model of memory.
How Are Memories Stored?
Define amnesia and name three forms of amnesia.
What is Alzheimer’s disease?
What is the role of the hippocampus in storing information?
Describe two characteristics each of sensory memory, short-term memory, and long-term memory.
What are double dissociations, and why are they valuable to understanding the relationship between cognitive function and the brain?
Compare and contrast the three-store model of memory with one of the alternative models of memory.
Critique one of the experiments described in this chapter (e.g., Sperling’s 1960 experiment on the iconic store, or Craik and Tulving’s 1975 experiment on the levels-of-processing model).What problem do you see regarding the interpretation given? How could subsequent research be designed to
How would you design an experiment to study some aspect of implicit memory?
Imagine what it would be like to recover from one of the forms of amnesia. Describe your impressions of and reactions to your newly recovered memory abilities.
How would your life be different if you could greatly enhance your own mnemonic skills in some way?
Can we actively process information even if we are not aware of doing so? If so, what do we do, and how do we do it?
What are some of the functions of attention?
What are some theories cognitive psychologists have developed to explain attentional processes?
What have cognitive psychologists learned about attention by studying the human brain?
Does paying attention enable you to make better decisions?
How Does Attention Work?
What Is Selective Attention?
ARE YOU PRODUCTIVE WHEN YOU’RE MULTITASKING?
Why is attention important for humans?
What are the mistakes we can make when trying to detect a signal?
What is vigilance?
What is a feature search, and how does it differ from a conjunction search?
What is the difference between divided and selective attention?
What are filter theories of attention?
How Does Automatization Occur?
Why is habituation important?
How do we become habituated to stimuli?
How do mental processes become automated?
What is priming and how can it be studied?
What symptoms do patients have who exhibit blindsight?
Describe some of the evidence regarding the phenomena of priming and preconscious perception.
Why are habituation and dishabituation of particular interest to cognitive psychologists?
Compare and contrast the theories of visual search described in this chapter. Choose one of the theories of attention and explain how the evidence from signal detection, selective attention, or divided attention supports or challenges the theory.
Design one task likely to activate the posterior attentional system and another task likely to activate the anterior attentional system.
Design an experiment for studying divided attention.
How could advertisers use some of the principles of visual search or selective attention to increase the likelihood that people will notice their messages?
Describe some practical ways in which you can use forcing functions and other strategies for lessening the likelihood that automatic processes will have negative consequences for you in some of the situations you face.
What is the best way to store information in longterm memory? (173)
What are some techniques we can use to help us get information out of long-term memory when we need it? (181)
How can the results of memory research be used to create more effective study techniques? (187)
How is it possible that a lifetime of experiences and accumulated knowledge can be stored in neurons? (190)
What is encoding? Retrieval? Why is each necessary for successful memory? LO1
What is the difference between elaborative rehearsal and maintenance rehearsal, in terms of (a) the procedures associated with each type of rehearsal and (b) their effectiveness for creating long-term memories? LO1
What is levels-of-processing theory? Be sure you understand depth of processing, shallow processing, and deep processing. What would LOP theory say about the difference between maintenance rehearsal and elaborative rehearsal? LO1
What does it mean to say that LOP theory does not defi ne depth of processing independently of memory? Why is this a problem for LOP theory? LO1
Give examples of how memory for a word can be increased by (a) using it in a sentence, (b) forming visual images, (c) linking words to yourself,(d) generating the word during acquisition, (e) organizing information, and(f) testing. What do these procedures have in common? LO1
What do the results of the procedures in #5 indicate about the relationship between encoding and retrieval? LO1
Retrieval cues are a powerful way to improve the chances of remembering something. Why can we say that memory performance is better when you use a word in a sentence, create an image, or relate it to yourself, all techniques involving retrieval cues? LO1
What is cued recall? Compare it to free recall. LO1
Describe the Tulving and Pearlstone cued recall experiment and Mantyla’s experiment in which he presented 600 words to his participants. What were the procedure and results of each experiment, and what does each tell us about retrieval? LO1
What is encoding specifi city? Describe Godden and Baddeley’s “diving”experiment and Grant’s studying experiment. What does each one illustrate about encoding specifi city? About cued recall? LO1
What is state-dependent learning? Describe Eich’s experiment. LO1
What is transfer-appropriate processing? Describe Morris’s transfer- appropriate processing experiment. What implications do the results of this experiment have for matching encoding and retrieval? For levels-of-processing theory? LO1
Describe the following six ways of improving the effectiveness of studying:(1) elaborate; (2) generate and test; (3) organize; (4) take breaks; (5) match learning and testing conditions; (6) avoid “illusions of learning.” Be sure you understand how each technique relates to experimental fi
What is the idea behind the statement “Memories are stored at synapses”?What evidence supports this idea? LO1
Why is it not correct to say that there is a single “memory center” in the brain? LO1
Describe evidence for the idea that memory is distributed. Be sure you understand Davachi’s experiment and what it means. LO1
Why can we say that new memories are “fragile”? Relate this idea to types of amnesia. LO1
What is the standard model of consolidation? How does it describe the process of systems consolidation? LO1
What is the multiple trace theory of consolidation? How is it different from the standard model? LO1
What is reconsolidation? What are the implications of the results of experiments that demonstrate reconsolidation? LO1
The process of acquiring information and transferring it into long-term memory (LTM) is called encoding.The process of transferring information from LTM into working memory is called retrieval. LO1
Some mechanisms of encoding are more effective than others in transferring information into LTM.Maintenance rehearsal helps maintain information in STM but is not an effective way of transferring information into LTM. Elaborative rehearsal is a good way to establish LTMs. LO1
Levels-of-processing theory states that memory depends on how information is encoded or programmed into the mind. According to this theory, shallow processing is not as effective as deep processing. An experiment by Craik and Tulving showed that memory was better following deep processing than
The idea of levels of processing, while influential, suffered from the problem of circularity, because it is difficult to define depth of processing independently of memory. LO1
Evidence that encoding influences retrieval includes research looking at the effect of (a) placing a word in a complex sentence; (b) forming visual images; (c) linking words to yourself; (d) generating information (the generation effect); (e) organizing information; (f) testing (the testing
Retrieving long-term memories is aided by retrieval cues.This has been determined by cued recall experiments and experiments in which participants created retrieval cues that later helped them retrieve memories. LO1
Retrieval can be increased by matching conditions at retrieval to conditions that existed at encoding. This is illustrated by encoding specificity, state-dependent learning, and transfer-appropriate processing. LO1
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