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Cog Psych Exam 3
| Term | Definition |
|---|---|
| Describe the different types of rehearsal discussed in class. Provide an example of each. | Maintenance is when you're repeating items over & over to maintain them, as in repeating a telephone number until it has been dialed. Elaborative is the process of using active thinking about the meaning of the term that needs to be remembered rather tha |
| Describe the levels of processing approach, including Craik & Tulving's (1975) study. | |
| How can organization influence encoding? Provide an example from a study on organization to support your assertions. | |
| How can imagery influence encoding? How does how concrete/abstract a to-be-remembered word is influence encoding? | |
| Describe encoding specificity. What are some assumptions that it makes? Describe two studies that suggested the importance of context, and supported encoding specificity. | |
| Describe decay theory of forgetting. Describe interference theory, including the two types of interference. | |
| What is the difference between availability and accessibility? | |
| What is the tip of the tongue phenomenon? Give an example of a time this happened in your life. | |
| What is the testing effect? Reconsolidation? | |
| What is the difference between familiarity and recollection? | |
| Describe Bartlett's War of the Ghosts study. What were the results? Bartlett's conclusions? What are the three common types of errors people tended to make? Give an example of each. | |
| What are schemata? Describe how Bartlett's two studies mentioned in class suggested that they influence our memory. | |
| Describe Sulin & Dooling's (1974) study on belief bias in reconstructive memory. What did the results demonstrate? How might such an effect influence our memories for people that we know or major political figures? | |
| What is semantic integration? Describe at least one study that demonstrates this effect. | |
| What are flashbulb memories? Describe a potential 'flashbulb memory' that you have. | |
| What does research discussed in class suggest about the persistence of flashbulb memories? What does this research suggest makes flashbulb memories different from other memories? | |
| What does experimental research suggest about the possible enhancing effect of hypnosis on memory? Describe the Sheehan and Tilden (1983) study, and its results. | |
| What is the DRM paradigm? | |
| Keep in mind that questions from the Loftus talk guide could also be short answer questions on the exam. | |
| Describe two methods that have been used to study infant memory, and what results of research using these methods has suggested. | |
| Describe a few possible reasons for infantile amnesia. | |
| Describe the progression of STM development in children. | |
| What are some problems with simply claiming that age affects memory when comparing older people with younger people in cross-sectional studies? | |
| Discuss why (according to memory research discussed in class) witnesses should not discuss memories for an event with each other prior to giving their testimonies. | |
| Discuss the relationship between emotional arousal and memory for details. What role does attention play in this relationship? | |
| Describe how simple suggestion can lead to differences in how an event is remembered. Discuss two studies that demonstrated how easily our memories can be modified by slight changes in the way questions are worded. | |
| What have we already learned about the effect of hypnosis or suggestion on memory that could lead us to question memories 'recovered' under hypnosis, leading questions, or imagining that an event happened? | |
| Describe the four basic principles of the cognitive interview and how they could better lead to memory retrieval. | |
| What is the relationship between confidence and memory accuracy? Between confidence and feedback after a decision has been made? | |
| Describe sequential and simultaneous line-up procedures. Which leads to fewer false alarms? Describe some other ways that lineups are (very slowly) changing in practice(from the 60 minutes video) | |
| Be prepared to answer questions about the "Picking Cotton" 60 Minutes as well. | |
| Explain the difference between prospective and retrospective memory. Give an example of each from your own life. | |
| Describe the two different types of prospective memory cues, give an example of each from your own life. Which type do older individuals seem to have the most difficulty with? | |
| What characteristics of a prospective memory cue make it more likely to be effective? | |
| How do memory strategies change throughout childhood? Can this help explain longer retention as we get older? Why? | |
| What is dementia? What is the most common form of dementia? | |
| Describe the two neurobiological factors that have been implicated in the development of Alzheimer's disease (besides atrophy). | |
| Describe the progression from early to mid and late stage Alzheimer's disease, noting some of the changing that occur in each. | |
| Describe three ways discussed in class that individuals with Alzheimer's differ in memory ability from individuals with amnesia? | |
| Be prepared to discuss the basic physiological and cognitive differences between Alzheimer's, fronto-temporal dementia, and Lewy Body dementia. | |
| Discuss the relationship between emotional arousal and memory for details. What role does attention play in this relationship? Are experts at dealing with intense situations affected by these attentional factors? | |
| What is the APA's stance on recovery of repressed childhood memories? What have we already learned about the effect of hypnosis on memory that could lead us to question memories 'recovered' under hypnosis? | |
| What is misattribution? How could familiarity lead to this effect? How could processing fluency lead to this effect? | |
| Discuss Gary Wells' suggestions for reducing false identifications by eyewitnesses and why each is relevant (based on what we discussed in class earlier on that day). | |
| What is the difference between the misinformation paradigm, the rich false memory paradigm, and the DRM procedure? | |
| How can we tell false memories and true memories apart? (emotion? FMRI? Persistence?) | |
| Are some people more susceptible to false memories? Who? What about people with superior memories? Do they have the same false memory problems as everyday folk? | |
| Does sleep deprivation relate to false memories? | |
| What are the consequences of creating false memories, according to Loftus' research (with foods)? | |
| The procedure and results of Loftus' study with trained soldiers given misinformation. | |
| The 'Picking cotton' and 90's abuse scenarios | |
| Briefly describe the types of tasks that Bessie is given in her neuropsych assessment (with her doctor) and the type of long term memory (from Tulving's multiple memory systems; episodic, semantic, procedural) that they involve. | |
| Besides her neuropsych assessment, briefly describe two areas of her life in which Bessie's memory problems affect her functioning. | |
| What types of difficulties do you see in Fannie's functioning with respects to Tulving's multiple memory systems? | |
| Briefly contrast what you saw in the car ride to what happened when Woody got on stage. | |
| Re-read the last paragraph of page 16 in Reisberg's chapter. How does Josephine display these activities? | |
| Does Cliff seem typical of someone in stage 7 of Alzheimer's disease? Why not? (hint: do his physical deficits and mental deficits align with this 7th stage?) | |
| Describe the difference between episodic and semantic memory systems. Are they both equally affected in amnesia? Explain. | |
| Are retrograde and anterograde amnesia usually two separate and distinct types of amnesia? Explain. | |
| What is consolidation? How does introducing an amnesic agent immediately after (vs. slightly later) influence consolidation? What does this tell us about initial consolidation of memories? | |
| What is the difference (semantically) between synaptic and system consolidation? | |
| How did amnesia studies lead to questions about system consolidation? Describe the two consolidation theories discussed in class. What are the primary differences/similarities between the two? | |
| Do all neuroscientists agree that repeated concussions cause CTE? What might have been a problem with the JAMA study that suggested that 99% of football players may have CTE? (if we had time to cover this in class) | |
| Keep in mind that questions or details from the Lost Mariner may also be asked as short answer questions on the exam. |
Created by:
courtspencer
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