Using CogLab, complete the levels-of-processing e xperiment and create a r eport on the e xperiment.In your report, write a brief
Using CogLab, complete the levels-of-processing e xperiment and create a r eport on the e xperiment.In your report, write a brief introduction of the e xperiment explaining the levels-of-processing framework. Next, in the M ethods section, describe the process that you followed to complete the experiment. Make sure to include enough information so that others can also perform the same experiment successfully.Finally, describe the e xperimental results in all the three conditions. In addition, identify the condition where you performed the best and the worst. Provide a rationale explaining why the results differed in all the three conditions. Summarize your r eport, including answers to the following questions:
- Were the results in accordance with your e xpectations? Provide a rationale to support your answer.
- Did anything about the e xperiment surprise you? If yes, what?
- What factors would influence the results of the levels-of-processing e xperiment?
Study Techniques.html
Study Techniques
Although you may spend hours reading your notes and textbooks, you cannot retain all information in memory unless you work with the information or the information gathered is connected to prior knowledge.
Some common techniques that can help you improve your learning skills or increase retention of information are:
Creating Outline
While reading a chapter, you need to make an outline of the main topics covered and, later, fill in the details using your memory.
For instance, consider the topic of classical psychoanalysis. When studying this topic, you need to first understand what classical psychoanalysis is. Then, you need to learn about the three historical phases of classical psychoanalysis. Finally, you need to understand the dynamic, economic, topographical, and structural points of view on this topic and how psychoanalysis can be considered a science from the hermeneutic, holistic, linguistic, and experimentation perspectives.
Summarizing Content
While reading several scenarios, write short summaries of each using your memory.
Additional Material
View a PDF Transcript of Techniques to Improve Learning Skills
media/transcripts/SU_PSY3002_Techniques_Processing.pdf
Page 1 of 1 PSY3002_Cognitive Lab © 2009 South University
Techniques to Improve Learning Skills Although you may spend hours reading your notes and textbooks, you cannot retain all information in memory unless you work with the information or the information gathered is connected to prior knowledge. Some common techniques that can help you improve your learning skills or increase retention of information are: Creating Outline While reading a chapter, you need to make an outline of the main topics covered and, later, fill in the details using your memory. For instance, consider the topic of classical psychoanalysis. When studying this topic, you need to first understand what classical psychoanalysis is. Then, you need to learn about the three historical phases of classical psychoanalysis. Finally, you need to understand the dynamic, economic, topographical, and structural points of view on this topic and how psychoanalysis can be considered a science from the hermeneutic, holistic, linguistic, and experimentation perspectives.
Summarizing Content While reading several scenarios, write short summaries of each using your memory.
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The Levels-of-Processing Experiment.html
The Levels-of-Processing Experiment
According to the levels-of-processing approach to memory, materials that undergo more analyses and processing are more likely to be remembered than materials that undergo less processing. The levels-of-processing experiment explores this concept of memory retention. It requires participants to judge three different relationships between two words. This judgment phase is followed by a memory test of the words.
In phase I, three words appear on each trial. The middle word is either a “synonym,” “rhyme,” or “letters.” When the middle word is “letters,” combinations of the letters “c” and “v” (standing for consonant and vowel) appear on the right.
In case “synonym” or “rhyme” is the middle word, the participants need to determine whether the other two words are synonyms or whether they rhyme. In case “letters” is the middle word, the participants need to determine whether the word on the left matches the consonant-vowel combination on the right.
In phase II, the participants are asked whether the word appearing on the screen was present in phase I.
Note: It is advisory to attempt phase I before attempting phase II. Were you the most accurate with the synonym task and the least accurate with the letters task?
Could the letters task actually result in a higher level of processing?
Expert Opinion
The judgments in phase I require different levels of processing. For instance, matching letters requires minimal processing, while determining whether words are synonyms requires more processing. According to the levels-of-processing experiment, the rhyme task requires more processing than the letters task but less processing than the synonym task.
Additional Material
View a PDF Transcript of The Levels-of-Processing Experiment
media/transcripts/SU_PSY3002_Levels_Processing.pdf
Page 1 of 1 PSY3002_Cognitive Lab © 2009 South University
The Levels-of-Processing Experiment In phase I, three words appear on each trial. The middle word is either a “synonym,” “rhyme,” or “letters.” When the middle word is “letters,” combinations of the letters “c” and “v” (standing for consonant and vowel) appear on the right. In case “synonym” or “rhyme” is the middle word, the participants need to determine whether the other two words are synonyms or whether they rhyme. In case “letters” is the middle word, the participants need to determine whether the word on the left matches the consonant-vowel combination on the right.
In phase II, the participants are asked whether the word appearing on the screen was present in phase I. Note: It is advisory to attempt phase I before attempting phase II. Were you the most accurate with the synonym task and the least accurate with the letters task? Could the letters task actually result in a higher level of processing? Expert Opinion The judgments in phase I require different levels of processing. For instance, matching letters requires minimal processing, while determining whether words are synonyms requires more processing. According to the levels-of-processing experiment, the rhyme task requires more processing than the letters task but less processing than the synonym task.
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