In Week 3, you used the Online Library to find 2 of the a rticles that support your f inal p roject. You should continue to find
In Week 3, you used the Online Library to find 2 of the a rticles that support your f inal p roject. You should continue to find a dditional a rticles in your t opic. This week, you will now begin to w rite the M ethods section of your f inal p roject.
The m ethods section provides information on how the e xperiment was conducted.
In your s ynopsis, you will include:
- A s ummary of how you gathered information
- The main points of what happened first, then what happened next when you conducted your e xperiment
- Consider the following:
- Participants: Who are the participants? What are their demographics?
- Equipment/Apparatus: What equipment or material was used to collect data?
- Procedure: Describe the ‘step-by-step’ process including a description of the experiment, variables, instructions and order in which the experiment was conducted
i attached week 3 p aper
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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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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Running Head: WEEK 3 ASSIGNMENT 1
WEEK 3 ASSIGNMENT
In the beginning, Signal detection theory was used to observe the radar’s performance. It detects signals that interfere and respond accordingly. Noise is anything that can interfere with the stimulus of the detection. Noise cannot be specific to hearing, in fact, it refers to anything that interferes with detection. In signal detection theory (SDT) we learn about the possible outcomes such as response. In addition, the signal is also important while studying SDT. We study absolute and difference thresholds in SDT and it is related to psychophysics. Both response and signal play a vital role in signal detection theory. In sensory experiments, Signal detection theory helps a lot. Human decisions are also detected through this theory. Basically, this theory perceives decision making, meaning how an individual makes decisions. In the presence of uncertainty, decision-making takes place and under uncertainty, SDT analyzes this decision-making. Many decision problems are also evaluated with the help of this theory.
The study conducted by (Sumner & Sumner, 2020) investigates how sensory information and decisions determine actions. In psychological studies, the Signal detection theory has been widely used. It forms the basis for Conspecific acceptance thresholds models. Animal behaviors can also be determined with the help of Signal detection theory. In this study (Sumner & Sumner, 2020) explains the ecological behaviors in animals. The conspecific acceptance thresholds (CAT) model is used in this study which tells us the animal behavior in their natural environment. Moreover, it tells us how decisions are made by them. It tells us how animals make a judgment about an individual or animal that is around them. They need to make a decision to accept or reject an individual. In response to some sensory information, these decisions are made for instance appearance or smell of an incomer. To identify the correct mates, animals use this sensory information and make decisions. SDT and CAT models have been used widely to study these behaviors and show the sensitivity of the response. However, there is a need for further analysis regarding tests of the assumptions underlying SDT.
Another study performed by (van Ooijen-van der Linden et al., 2017) investigates that SDT is a tool that can be used to predict the academic achievements for admission procedures. Students are selected by looking at their past academic achievements and are enrolled in the university. From their past academic achievement, they predict their future academic achievement and they considered it as the best and most logical available predictor. In signal detection theory, the hit rate, miss rate, correction-rejection rate, and false rate model are used. The hit rate includes those students who are admitted successfully while the false-alarm rate includes unsuccessful admitted students.
Adequate specificity and sensitivity of admission tools are required by the Prediction accuracy of academic achievement for admission purposes. The predictive power is based on regression and correlational statistics. In this study, as a tool to cover the available information, signal detection theory is used. The selection outcomes are compared with the help of SDT. This theory also allows the development of tailor-made criteria. The study also investigated that by applying specific criteria, who would or would not have been admitted can be inspected. A comparison was made at an individual and a group level. The scores appear to suggest the admitting of the applicants. These applicants are predicted to be successful students. SDT is used for program-specific and admission-goal-specific. This theory is also used to set the criteria for admission purposes. According to their degree of usefulness, signal detection theory also helps to rank the students for the given programme. To make better-informed decisions, signal detection theory is convenient for the policy makers to evaluate admissions and to set specific criteria.
Both studies reveal that signal detection theory is used in psychological studies and it is the most convenient way to detect the pattern of decision-making. Additionally, signal detection theory also detects external stimuli and signals. For information processing in behavioral ecology, it provides clearer insights.
References
Sumner, C. J., & Sumner, S. (2020). Signal detection: Applying analysis methods from psychology to animal behaviour: Signal detection:psychology to ecology. Philosophical Transactions of the Royal Society B: Biological Sciences, 375(1802). https://doi.org/10.1098/rstb.2019.0480
van Ooijen-van der Linden, L., van der Smagt, M. J., Woertman, L., & te Pas, S. F. (2017). Signal detection theory as a tool for successful student selection. Assessment and Evaluation in Higher Education, 42(8), 1193–1207. https://doi.org/10.1080/02602938.2016.1241860
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