CogLab Report – Encoding Specificity

CogLab Report – Encoding Specificity
Please provide detailed answers to the following questions in essay format (NO bullet point responses). Once you have finalized your paper, submit it to the “CogLab Report Submission” portal on the UB Learns Assignments page.
1. According to the encoding specificity principle, what is the most important factor for recall?
2. Do cues always help memory study and recall? Explain your answer.
3. Using the findings surrounding encoding specificity, what suggestions about studying would you give someone who wanted to improve his/her performance on tests?
4. Examine Related Research: Pick one of these research articles listed below, read it and respond in detail to the following points.
 What was the research’s primary goal and how is it related to this CogLab topic?
 Provide a relatively brief summary of the research. Identify the most important hypotheses.
Describe the primary methods employed (e.g. fMRI, EEG, change detection task, etc.). What were the most relevant results and conclusions?
 Identify the key implications of the research’s finding with respect to this CogLab topic.
 Situate these findings within the broader context of cognitive psychology.
 Critically evaluate the study. Is the design strong/valid? Are there critical limitations that the authors do not address? If so, explain the impact of those limitations. Do the authors answer key questions posed in the introduction section? Are their claims supported by the data/results?
Article options
Hannon, B., & Craik, F. (2001). Encoding specificity revisited: The role of semantics. Canadian Journal of Experimental Psychology, 55, 231-243.
Reddy, B., & Bellezza, F. (1983). Encoding specificity in free recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 167-174.
Krane, R., & Hatton, L. (1980). Encoding specificity and modality effects in episodic memory. Psychological Research, 42, 353-362
CogLab Report – False Memory
Please provide detailed answers to the following questions in essay format (NO bullet point responses). Once you have finalized your paper, submit it to the “CogLab Report Submission” portal on the UB Learns Assignments page.
1. In regard to false-memory experiments, what are related distractors?
2. Last time you went to see your doctor, you remembered him/her wearing a stethoscope, but later found out that, because of his/her hearing impairment, your doctor does not use a stethoscope. Why might have you been mistaken?
3. What kind of implications do experiments on false memory have for evaluating the validity of eyewitness accounts?
4. Examine Related Research: Pick one of these research articles listed below, read it and respond in detail to the following points.
 What was the research’s primary goal and how is it related to this CogLab topic?
 Provide a relatively brief summary of the research. Identify the most important hypotheses.
Describe the primary methods employed (e.g. fMRI, EEG, change detection task, etc.). What were the most relevant results and conclusions?
 Identify the key implications of the research’s finding with respect to this CogLab topic.
 Situate these findings within the broader context of cognitive psychology.
 Critically evaluate the study. Is the design strong/valid? Are there critical limitations that the authors do not address? If so, explain the impact of those limitations. Do the authors answer key questions posed in the introduction section? Are their claims supported by the data/results?
Article options
Lampinen, J., Meier, C., Arnal, J., & Leding, J. (2005). Compelling untruths: Content borrowing and vivid false memories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 954-963.
Garry, M., & Wade, K. (2005). Actually, a picture is worth less than 45 words: Narratives produce more false memories than photographs do. Psychonomic Bulletin & Review, 12, 359-366.
Slotnick, S., & Schacter, D. (2004). A sensory signature that distinguishes true from false memories. Nature Neuroscience, 7, 664-672.
Dehon, H., & Bredart, S. (2004). False memories: Young and older adults think of semantic associates at the same rate, but young adults are more successful at source monitoring. Psychology and Aging, 19, 191-197
CogLab Report – Prototypes
Please provide detailed answers to the following questions in essay format (NO bullet point responses). Once you have finalized your paper, submit it to the “CogLab Report Submission” portal on the UB Learns Assignments page.
1. Looking at your experimental results, did you show the prototype effect in this demonstration? How do you know?
2. What is the typicality effect? How does the prototype model account for typicality effects?
3. A competing model to the prototype model is the exemplar model. Describe the exemplar model and explain how it accounts for prototype effects.
4. Examine Related Research: Pick one of these research articles listed below, read it and respond in detail to the following points.
 What was the research’s primary goal and how is it related to this CogLab topic?
 Provide a relatively brief summary of the research. Identify the most important hypotheses.
Describe the primary methods employed (e.g. fMRI, EEG, change detection task, etc.). What were the most relevant results and conclusions?
 Identify the key implications of the research’s finding with respect to this CogLab topic.
 Situate these findings within the broader context of cognitive psychology.
 Critically evaluate the study. Is the design strong/valid? Are there critical limitations that the authors do not address? If so, explain the impact of those limitations. Do the authors answer key questions posed in the introduction section? Are their claims supported by the data/results?
Article options
Nosofsky, R., & Stanton, R. (2005). Speeded classification in a probabilistic category structure: Contrasting exemplar-retrieval, decision-boundary, and prototype models. Journal of Experimental Psychology: Human Perception and Performance, 31, 608-629.
Zaki, S., & Nosofsky, R. (2004). False prototype enhancement effects in dot pattern categorization. Memory & Cognition, 32, 390-398.
Smith, J., & Minda, J. (2002). Distinguishing prototype-based and exemplar-based processes in dot-pattern category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 800-811.
Dopkins, S., & Gleason, T. (1997). Comparing exemplar and prototype models of categorization. Canadian Journal of Experimental Psychology, 51, 212-230.