Test #2 Review #3 - Lecture #14 Levels of processing-you...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
Lecture #14 Levels of processing—you can process material at difference depths o Deep vs. shallow o Incidental—was not told that there was going to be a memory test Intentional—was told about memory test Deep condition—had to rate words for pleasantness Shallow condition—determine whether ‘e’ or ‘g’ Both groups showed better recall with deep condition—forced to process the meaning Elaborative rehearsal—when you are processing things at a deep level, if you elaborate, you will remember even better o Relate ideas to each other and to things you know about Generation effect—you remember information better if you generate it yourself; if you come up wit information yourself, you remember it better o Stem completion task in class o When you can, try to generate material yourself; don’t copy or highlight it Test-enhanced learning—create 3 groups to study the same passage. Group 1=ssss; group 2=ssst; group 3=sttt; group 3 has best memory out of all of them after 1 week. o Less forgetting but only 25% as much study; you are practicing the same things that you need to do at test; you are practicing retrieval; figuring out ways to see how much you know Concepts—an abstract idea that denotes the objects in a given category Categorization—helps you to organize information and saves you effort when trying to make inferences about an object o Once assigned to group, you can put object in a hierarchy o Very efficient way to access knowledge o You know a lot of information about an object by knowing what category it belongs to o Pigeons—shown pictures and rewarded for pecking the correct button after seeing picture; shown 40 pictures per day; were 81% accurate with old stimuli but also 64% accurate with new pictures If they had been guessing they would have had 25% They were able to take information away from stimuli that they saw before and extract general principles. Based on that, they were able to determine the appropriate response o Conceptual knowledge—things are characterized based on abstract knowledge, not physical similarity Milk vs. mashed up food experiment: Gave subjects 3 stimuli (pelican, bat and bird); even though bird looks more like bat than pelican, still associate bird more with pelican
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Classical view—category has defining properties; you put something in a category when it matches the definition of things in that category o Problem—what defines “game”? hard to come up with a definition of game; there are many games and it is hard to fine something that they all have in common Probabilistic view—commonly accepted today; things in category have properties that are characteristic of that category, but these are not defining properties; something belongs to a category if it similar to other objects o Category boundaries are said to be fuzzy o Typicality evidence—agreement that some things belong in category more
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 05/02/2008 for the course PSYCH 240 taught by Professor Gehring during the Winter '08 term at University of Michigan.

Page1 / 6

Test #2 Review #3 - Lecture #14 Levels of processing-you...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online