| Review for Test 2: Chapter 5: · Be Familiar with Miller’s capacity limitations of STM. What is a unit? How can chunking / recoding help one exceed the 7 +/- 2 capacity limit? · Explain how researchers concluded that interference was more important than decay as the cause of forgetting in STM. · Be able to draw the serial position curve, labeling and defining the primacy and recency effects. What is the explanation for each effect? · Describe evidence for the different types of codes (e.g., acoustic, visual, semantic...) that STM can store. · Be able to list and explain all three components of Baddeley’s model of working memory. Describe how researchers use dual task methodology to study working memory. · Be familiar with neuropsychological evidence for the different components of working memory. · Be familiar with the individual difference approach to working memory. Chapter 6: · Be familiar with Squire’s taxonomy of Long term memories, including the distinctions between declarative, nondeclarative, episodic and semantic long term memory. · Be able to describe Ebbinghaus’ contribution to the scientific study of memory, focusing on the relearning task, and the forgetting curve. Also be familiar with the debate over meaning and memory, and how useful Ebbinghaus’ data are today. · Be familiar with how information is stored in episodic LTM, focusing on rehearsal, depth of processing (and its critics), clustering and imagery. · Understand how information is retrieved from episodic LTM, focusing on decay versus interference, paired associate learning, and retrieval failure. Also be familiar with research on retrieval cues and encoding specificity. · Distinguish between anterograde and retrograde amnesia. Contrast implicit and explicit memory. Chapter 7: · Be able to describe the network model of semantic memory. · Be familiar with Smith’s feature list model of semantic memory, how it differs from the network model (focus specifically on cognitive economy and typicality). · Be able to describe the physiological evidence on semantic relatedness, focusing on the work of Kounios et al. · Understand Rosch’s views on categorization; what are natural categories, prototypes and “fuzzy” boundaries? · For the section on priming, be able to describe a) how a typical priming task and lexical decision task work, b) how priming can be demonstrated across and within trials, c) Neely’s research demonstrating that priming is automatic. Chapter 8: · Be familiar with Schacter’s Seven Sins of Memory, and how the different topics covered in the chapter exemplify one or another sin. · Be able to describe Bartlett’s research on reconstructive memory, including the War of the Ghosts study. How did the use of schemata lead subjects to misremember the original story as they tried to retell it? · Distinguish between technical and content accuracy, using the Bransford and Franks’ study as an example. · Be familiar with propositions and Anderson’s notational scheme for diagramming them (including the rules mentioned on pp. 316-317). Also, be able to describe the research on propositional theory, focusing specifically on Ratcliff and McKoon’s study. · Understand script theory and its terminology (e.g., headers, frames, default value). How do scripts influence memory, and what predictions does script theory make that have been supported in the literature? · Be able to describe the Deese / Roediger and McDermott false memory task, and Loftus and Palmer’s study on eyewitness testimony. What roles do source misattribution, misinformation acceptance, and overconfidence play in memory error? · Describe autobiographical memory and Bahrick’s work in this area. How does the study of "real world" memory compare with laboratory research on the topic? What are flashbulb memories? |
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