Exam 1 Key - own at test time; the worst recall was in the...

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1. b 2. d 3. b 4. d 5. b 6. d 7. a 8. b 9. b 10. c 11. a 12. b 13. b 14. a 15. c 16. d 17. a 18. b 19. a 20. a 21. a 22. a 23. c 24. c 25. c 26. b 27. c 28. d 29. a 30. c 31. c 32. d 33. d 34. e 35. a 36. c 37. d 38. d 39. bottom-up (stimulus driven, data driven); top-down (concept driven, context driven) 40. Sample array: O 6 G Q S S O 6 G Q  Q S O 6 G G Q S M 6
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6 G Q S O   For this array, this instruction probably won't be enough (it wasn't in the demonstration we did in class); to have the M pop out, the participant may need to know to look specifically for an M. [In a simpler array, where the unique character has nothing in common with the other characters, the instruction may be enough.] 41. The best recall was in the condition that generated three associates and received their
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Unformatted text preview: own at test time; the worst recall was in the condition that generated one associated and received someone else's at test time. One real-world situation is note-taking and studying in classes; the results suggest that elaborating notes with your own associates will help you recall the material better next time you look at them. A relevant difference between the experimental and studying situations is that in classes one is usually studying ideas that are related, rather than random words, which may mean that number of associates, for example, has a different (perhaps smaller) effect....
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This note was uploaded on 03/18/2008 for the course PSY 200 taught by Professor Altman during the Fall '07 term at Michigan State University.

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Exam 1 Key - own at test time; the worst recall was in the...

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