1. Midterm Study Guide Sections in Reed Textbook… Chapter 1 –Introduction (1 st 1-2 pages of chapter) –The Information-Processing Approach –The Growth of Cognitive Psychology –Cognition’s Relation to Other Fields But NOT brain stuff

2. Midterm Study Guide Chapter 2 –Introduction –Describing Patterns –Information-Processing Stages But NOT Rumelhart’s model

3. Midterm Study Guide Chapter 3 –Introduction –Bottleneck Theories –Capacity Theories –Automatic Processing

4. Midterm Study Guide Chapter 4 –Introduction –Capacity –Memory Codes But NOT Acoustic Codes in Reading –Recognition of Items in Short-Term Memory But NOT Degraded Patterns And NOT Some Determinants of the Memory Comparison Rate

5. Midterm Study Guide Chapter 5 –Introduction –The Atkinson-Shiffrin Model –Control Processes But NOT Judgment of Learning And NOT Allocation of Study Time

6. Midterm Study Guide Chapter 6 –Introduction –The Levels-of-Processing Theory But NOT Implications for Verbal Rehearsal –Supporting Evidence of the Levels-of- Processing Theory –Encoding Specificity and Retrieval

7. Midterm Study Guide Chapter 7 –Introduction –Mnemonics Strategies

8. Theories of Memory Structural models – emphasize the memory structures –E.g., A-S model and sensory, Short-term, and long-term memory –i.e., emphasize where you put information in memory Process models – emphasize mental processes –Emphasize what you do with information to get it into memory

9. example Is this word in capital letters? –TABLE  yes –table  no Called structural processing (processing related to the appearance of the stimulus) Would this word fit this sentence: –He met a ________ in the street. –FRIEND  yes –Cloud  no Called semantic processing (emphasizes the meaning)

10. Sample experiment Imagine you answer a series of questions (both structural and semantic) about a set of words Then, you are given a surprise memory test over the words (incidental learning) Actual experimental results –Much more likely to remember the words that involved semantic processing than the words that involved structural processing (Craik & Tulving, 1975)

11. Statement of LOP General pattern of results: material processed semantically is more likely to be remembered than material processed structurally Led to Levels of Processing theory (Craik & Tulving, 1972) –How you process material determines how well it stays in memory

12. LOP theory General rule: “deeper” (semantic) levels of processing enhance memory “shallow” processing (structurally or superficially) does not enhance memory Self-reference: process material in terms of what it means TO YOU –Self-reference effect – processing through self-reference leads to superior memory

13. Encoding Specificity State-dependent memory: the state that you are in when you learn influences how well you will remember the material –Optimal retrieval during a test occurs when the testing state matches the learning state –Supported by many studies include drug- states, mood-states, context effects (things around you, e.g., the room)

14. Another process theory of memory Encoding Specificity Principle (ESP; Thomson & Tulving, 1970) –The effectiveness of a retrieval cue depends on how well it relates to the initial encoding of an item –i.e., the cues at test should match the cues during study for optimal remembering

15. Sample experiment During studying –Some words learned through structural processing –Other words learned through semantic processing During the test –Typically, recall or recognition (usually done through meanings or semantically Expected results: semantic best

16. Twist on old experiment What if we change test to be structural –E.g., did you see a word that looked like: –CLOOD  yes Expected results: –According to LOP, expect semantic best (deeper) –According to ESP, expect structural test best Actual results: structural words best

17. TAP When memory is best if processing at test matches the processing at study, we say there is –TRANSFER APPROPRIATE PROCESSING